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Proposed Online Teaching Standards
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online1: Iowa Online Teaching Standards - 10 views
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Many of these standards would be good for teachers who are not teaching "online" but using technology in their classrooms. I wonder if there will be a push for all teachers in 1:1 schools to know these and have some skill with them. -
Good point, Valerie. It seems that online instructional approaches are a subset of practices in which students operate sometimes independently and sometimes with feedback from and interaction with peers and teacher interaction and feedback that is not necessarily immediate. -
How long will it take for administrators/principals to be trained on these? While these should apply to any course (online or classroom) I would assume very few teachers have seen something like this before.
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
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I would agree that knowing and aligning the instruction with the learning goal is a key piece. I have seen numerous occasions where things are done because 1. That is what has always been done. 2. Someone found a neat toy to use. or 3. There is a new catch phrase going around. With little or no thought given to what the intended goal of the instruction is and what we would like the learner to know and be able to do. I think it is always important to revisit the question of what is the goal and what is the best way to help the learn get to that goal. The design of the learning expereience on-line or not should address this consideration. So, intended or not, I am glad to see this here and at the top of the list. -
Agreed, r kleinow. Well said. I've heard that our new Governor has decided to abandon the Iowa Core all together. Any thoughts?
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Understands and uses data from assessments to guide instruction
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I am a believer that the single most improtant thing a teacher needs to know is what the learner already knows. I beleive the saying goes "find that out then instruct accordingly". I have always been challenged to find effieceint methods of doing this, but I think there are number of technology tools that can help to facilitate this process.
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This is a big part of the course we are developiing using CTS. Using the Keeley probes helps with finding out about what a learner understands. The challenge is to use or create the right probe that can give the teacher the feedback they need to differentiate the instruction -
Without understanding the learner's starting point or needs, instruction is just a "dump and pray they understand it" proposition. If instruction builds on the learner's prior knowledge, then the new information has something to attach to and has more of a chance of being understood and retained.
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• Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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We are on our second year of one-one laptops in our school. We had a intense training for dealing with appropriate use of technology. That training dealt with plagerism, social networking and consequences. We as staff were also trained in this area. It is a part of our student handbook as well. -
Demonstrating responsible use of technology is equivalent to learning manners while eating, listening while someone else is speaking, and other etiquette skills we are all taught at appropriate ages. Dealing with inappropriate use of technology is absolutely necessary to ensure its continued safe use for all learners.
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Is there a "standard" acceptable use policy across the state or does it vary from school to school?
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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That's a good question. And I'm guessing it would vary depending on the subject?
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Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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Who would be responsible for deciding if a teacher has the content knowledge and best practice skills to teach that content?
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A structural limitation of many systems is that when leaders (expert consultants, administrators) are chosen, they immediately stop practicing what they were good at and what made them good choices to be leaders. Wise use of online communities may help provide support to teachers in content and best practice as both change rapidly. Deciding if a teacher has skills - well, that's another matter.
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This is very important to both classroom and online learning. The more we become experts in our subject it becomes easier to lead student learning.
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
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I am curious how an instructor can ascertain learning styles of students. There are some tools that I have used with students in the classroom to uncover this. I suppose using those tools online wouldn't be that hard
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I too,am curious about this in an on-line environment. Just as all teachers have different strength and teaching styles, students do too. I am not quite sure how you would figure that out in an on-line environment or how youw ould tailor instruction to meet those differnt learnign styles. -
UDL (universal design for learning) promotes providing all students with multiple means of learning, multiple means of demonstrating learning and multiple means of engagement. A pretty good trick face-to-face and a greater challenge online: http://www.cast.org/udl/index.html
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Sometime this can be as easy as embedding a video of the teacher explaining a lesson. Just the student being able to stop and review it as many times as they need will help. As long as I have been in instructional technology it is always easier for me to be able to stop and go over a section of a tutorial as I am trying to create with that technology.
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• Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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I feel that if a person was going from face-to-face instruction to partial or totally online instruction there would be a total change of how you motivate learners. Maybe I'm wrong on that or I'm still thinking of the way I was taught and how I learn. I know that today's students are electronically gift no matter what their test taking abilities are.
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I think one of the ways that can motivate them is by giving immediate feedback. Students like to see how they do on things and if they take a quiz, assignment or test online they can see right away how they did instead of having to wait on the teacher to grade them. Now this would motivate all of them and it wouldn't work on all tests, quizzes or assignments, but it may be one way to motivate the students. -
For our reading curriculum, we have our students take the tests online and they have immediate feedback and are able to see their average score from taking all of the tests. I agree that the immediate feedback is what students want. It's easier for students to create goals based on their achievement on these tests. They are also able to go back to see what questions they got wrong right away and are able to look and make sense of what the correct answer is, etc. -
Motivation comes from internal needs. It does not need to be (and if fact is better) if it is intrinsic, not extrinsic. Learners are motivated by correct learning and understanding. The more immediate the feedback on that, the more the motivation. I have a quote in my office that says, "Motivation is not enough. If you motivate an idiot, all you have is a motivated idiot." Knowledge is power and knowledge is motivating.
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Kelsey, I would be intersted in how you do your reading tests on-line. If I remember correctly, you are an elementary teacher. This is something I would definitely like to explore.......because like you say immediate feedback is so important.
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Assists students with technology used in the course
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I think it is important to make sure the material is whats important and not overwelm the students with technology. I really like when technology tutorials are added with the assignment or lesson. This helps me focus more on the material and worry less about if I can figure out the technology.
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And I think a lot of the students these days could probably figure out the technology quicker than a lot of us teachers, but mastering the content is what we are all after.
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Like this course it is good to have tutorials or lessons on the technology we have the students use. That way it is available to the student if they need it. This would be a great advantage in online learning because the student would be embarrassed if they did not know how to use the technology.
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I really like this bullet in the standard because it is so important that a teacher continuously evaluates the data in order to determine whether or not their strategies are effective to their students. I know that us teachers at Norwalk are always having to evaluate our data and determining what is working and what we need to change in order to target those students that our instructional strategies are not hitting. This is key to becoming and staying an effective teacher and keeping up with our student body as they are changing yearly with different materials and strategies coming out to enhance learning.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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If they're talking about the 21st century skills that these students need to know and what not in order to become a successful worker in today's world, then I strongly feel that interaction and collaboration is a huge key component of our students' success. It's vital that others understand the thought process of other individuals; yet, still explaining their thoughts and working together with their peers/teachers/content on a project at hand. It teaches kids social skills that they need to become successful in the outside world. It's always nice to learn from one another and to teach someone something new :)
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I think this is the powerful part of an online community; that is the sense that they are a learning community.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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I really like this bullet in the standard because it is so important that a teacher continuously evaluates the data in order to determine whether or not their strategies are effective to their students. I know that us teachers at Norwalk are always having to evaluate our data and determining what is working and what we need to change in order to target those students that our instructional strategies are not hitting. This is key to becoming and staying an effective teacher and keeping up with our student body as they are changing yearly with different materials and strategies coming out to enhance learning.
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I totally agree with using data to evaluate our teaching practices and students learning. If my first graders are not doing well in something I have taught, the first thing I look at is what could I do different to make them more successful. This would be true wheter it is on-line instruction or face-to-face instruction.
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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Growth will be so much easier to assess in a digital world. Our digitial thumb print can easily be accessed adn evaluated over time. Paper and ver bal instruction is so very hard to document growth. -
To be honest, I think I'm scared by "emerging technologies". In terms of what is already out there, and trying to think about what is yet to be invented, I'm worried that I will just start to "master" something when the replacement technology will take over. Though I have to believe that adequate training will be offered to us teachers who are apprehensive.
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learning theory appropriate to online learning,
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I tagged a website which provides a brief definition of constructivism, behaviorism, and cognitivism. They are very brief definitions, but allow for a gateway of further research by identifying authors of the theories. I would be interested in learning if anyone has other resources for online learning theories.
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Provides substantive, timely, and constructive feedback to students
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• Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
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I believe students learn better through the use of technology. Using technology to the content will help students stay involved with learning the content being taught. -
Although I agree, Kenny, I also believe that it is important that the technology does not overtake the content that is to be explored and learned. Sometimes it seems that the technology ends up being the focus and the content gets lost. To me, the words "enhance learning" are very important in this bullet statement. -
I agree with both of you. I've been reluctant to use technology because I haven't felt confident that I would be enhancing or extending the learning. Classes such as this are building my confience though, enabling me to see how much more I could be doing... I just need the time to explore and design. Isn't that always the case with this teaching gig?
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Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
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Using multiple assessment instruments will give the teacher a better understanding for assessing each student. One assessment may be better for one student and not for another.
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Demonstrates ability to enhance academic performance and support for the agency's student achievement goals
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Now that I have read the entire document, I believe my statement above could be repeated many times!
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Aligns assessment with course objectives
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I am wondering if the assessments in these areas are also going to be online, or if it is okay to use these online tools to teach a topic and then use the assessments required within previously set curriculum, even if the assessment is not online.
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Utilizes a course evaluation and student feedback data to improve the course
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I feel that this is important because with our continuously chaning style and strageties for teaching it is very important to listen to the learners in order to develop best practices for teaching and learning.
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Has experienced online learning from the perspective of a student
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I think it would be very challenging to teach an online class without ever being a student in one. In fact, I think teaching online presents challenges even after being a student in multiple online courses! :)
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I remember the difference of looking at a online course first as a learner and then facilitating the course. I realized how much content there was to digest and how quickly the course was moving.
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Communicates with students effectively and consistently
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Online office hours? I suppose it just becomes a built in part of your schedule.
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That is the heart of the work for a facilitator of an online course. The student needs the sense first that there is an instructor presence somewhere in the background. As the group begins to respond to each others' thoughts then the facilitator can move from the foreground to more of the background.
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Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with other
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This is one of many standards that many teachers will need considerable in-service to become familiar with. I can see many teachers being unsure of this topic.
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Provides and communicates evidence of learning and course data to students and colleagues
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In providing professional development to AEA staff on special education issues, I have often relied on "compliance to mandates" as a means to judge the success of the training. Of late, I have become much more interested in measuring staff's "learning" to a standard as one key measure of the effectiveness of training (i.e., teaching).
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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Providing appropriate strategies to enhance the learning experience online that align with the objectives and assessments within the context of professional development is a big challenge. I realize it is the same challenge that the Iowa Core and CEI puts forward for every teacher. I have been the recipient of many professional development opportunities over the last 30 years and many of them have not come close to meeting this standard. I think things are changing for the better lately and I really believe courses like this have helped.
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Designs the structure of the course and the presentation of the content to best enhance student learning,
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fair use
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Fair Use is a term that needs to be used more with students. They need to hear multiple times what they can and can't use on technology projects and how to cite them if they do. Not enough awareness of this.
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Promotes learning through online collaboration
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Students need a new way to work within groups or pairs in todays age without being face to face. This is an important part of students technological advancement.
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differences between teaching online and teaching face-to-face
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between teaching online and teaching face-to-face
Articles: Preparation - 6 views
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Start with the end in mind
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I think this is really important. Looking at what we want our students to learn at the end of a lesson is the beginning of lesson planning. Looking at the end goal is the start of presentation planning. -
Yes. What is the outcome. Currently, we ask: What do I want students to know? and we also have to ask: How will I know they got it? In other words, what measuring tool will be used. This can indeed impact your story and the number of "big ideas" you choose to include. -
This makes sense for teachers, since we think this way for educational objectives. But for other speakers, this might be a more novel idea. -
Even outside of education, Evan, we should be thinking of the end - what are we trying to accomplish or get across? Otherwise, the presentation would just be a mess....LOL -
I think this only makes sense you need to know what you what your students to know in the end and work backwards
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Who is the audience?
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Exactly. I never have the same class from semester to semester. Students with different interests, abilities, and backgrounds. -
Most of the time, my audience members have been teachers. (I have been an elementary principal.) My teachers want to focus more on getting papers graded, "side barring", and working on plans than listening. (Yes, they have been a challenge.) I need to really hit them with something catchy in order to get their attention! Teachers are hard to deal with. :) (Been there, done that. LOL)
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If your audience could remember only three things about your presentation,what would you want it to be?
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This goes back to having the end in mind. What do you want the audience to remember at the end? Great question to ask when planning for your presentation.
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I always need to think about this before I start planning a presentation and then stick with it. -
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whiteboard in my office to sketch out my ideas
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This is another great idea. I am a very visual person. This would help me better prepare myself for the presentation.
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I think sticky notes will work well for me as I like to be able to move things around. I do this with students as a class activity and it works well. I think it will work for the planning stage too.
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audience to remember your content, then find a way to make it more relevant and memorable by strengthening your core message with good, short, stories or examples.
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I agree. I can recall information if it can be related back to me in some way. Make it relevant to the audience.
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contrast is one of the most fundamental and important elements to include.
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Never thought of having contrast in a presentation. Contrast does keep the audiences attention.
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Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything. Which brings us to the idea of simplicity.
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I know I do this often. It's a balancing act to figure out what the primary point of each lesson and yet also provide enough background for students to know the why. I want them to be able to talk about the evidence-base. It's important to recognize that the why can be done in a simple way.
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I do this as well. Sometimes I need to let the background information come out as I'm talking and adjust if I feel I need to tell more as I find out their understanding. Sometimes I give them way too much information when they would understand better if I kept it simple.
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I draw sample images that I can use to support a particular point, say, a pie chart here, a photo there, perhaps a line graph in this section and so on
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In the past I have planned my words first and the visuals were added later to break up my words. So I wasn't really looking at the presentation as a whole. This is definitely a new and better way of planning!
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This seems like it would be second nature to me, but I need to include more of this. I use lots of visual examples, but this is different...using visuals to make points (rather than lots of bullets of information).
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so what
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"So What?" Great question. I want students to know some content in order to apply it to their own teaching and interactions with children. If I am just giving them facts without asking the "So What? or So that?" question I might be overloading them. This could help me learn to simplify
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In a story, you not only weave a lot of information into the telling but you also arouse your listener’s emotion and energy,” he says.
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Weaving the facts into the story or connecting the facts back to the story will help them stick.
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udiences tend to forget lists and bullet points, but stories come naturally to us;
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I know stories work when I see students use the stories or examples when they answer essay exam questions! The story makes the concept stick.
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Bullet points only make us think we need to take notes and memorize. We rush to get them all down and don't pay attention to what is being said. Stories help us remember!
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I often find that with bullets, now that most people will send you the outline or hand it to you, that I just start making a to-do list with (look over this later) as one of them! -
Some times I think bullets get a bad rap with Garr. I like them in many situations. But, they tend to be a crutch more than a tool in presentations.
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Kamishibai is a form of visual and participatory storytelling that combines the use of hand-drawn visuals with the engaging narration of a live presenter. K
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Force yourself to use no font smaller than thirty points.
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Larger fonts are also easier to read. It's very frustrating to watch a presentation where you have to squint.
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I had an instructor at ISU years ago who used very strict word limits on essay responses. I learned to eliminate all unnecessary words and focus on getting right to the point.
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ten concepts in a meeting—
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Sure but I think you might have fewer concepts and more slides but I get the point. Less is better
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it is useful to think of your entire 30 minute presentation as an opportunity to “tell a story.”
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Keep it simple- pretty hard. You have to know what your audience doesn't know. Good point.
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a simple sentence on the back of a business card. Try it. Can you crystallize the essence of your presentation content and write it on the back of a business card?
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Wow! That would be a powerful and important message indeed! Maybe a catch phrase or a "hook" for the memory?
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Would be a good activity for students and used as a tool to check the success of the presentation.
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10/20/30 Rule of PowerPoint.
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Good memory hook here! Knew about the 10 slides only. Ususally keep my lesson pwerpoints to less than 15 minutes anyway-Always worried about the font size. Good to have a reference.
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If you can’t really answer that question, then cut that bit of content out of your talk.
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authentic. His stories were from his heart and from his gut, not from a memorized script.
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This is a true statement, it is easy to tell when it is an actual experience.
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The biggest element a story has, then, is conflict.
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This absolutely makes sense. Especially as I teach middle school, where drama rules!
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Humans are predisposed to remembering experiences in the narrative form
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I remember stories so much better than facts. I have noticed the kids in my class do too. I have realized that when telling stories I need to think about the important details though and leave out the unimportant stuff.
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to involve people at the deepest level you need to tell stories
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This is probably why most people enjoy fiction more than nonfiction. However, nonfiction can be in storytelling form too- true stories!
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So true! Storytelling is synonymous with "narrative", not "fiction", since many true stories are just that... true and stories.
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we do not need to memorize a story that has meaning to us. If it is real, then it is in us.
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This is true, the problem is, I don't always know of a story to tell that has meaning to me. However, even a story that doesn't have major meaning to me is easier to recall than a bunch of bullet points.
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ten slides, last no more than twenty minutes, and contain no font smaller than thirty points
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Maybe this means that delivery of content is often NOT where we should use PowerPoint! I think we have often been using it for the wrong purpose.
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a normal human being cannot comprehend more than ten concepts in a meeting
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I'm definitely a normal human being. Ten concepts might be too many for me even.
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find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
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This rule wouldn't work in the elementary classroom as a Kindergarten font would then be 3 or smaller! However, I do think it is a great rule when working with adults. If we are going to try to keep it to six words or less per slide then 30 font would work well.
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The biggest element a story has, then, is conflict. Conflict is dramatic. At its core, story is about a conflict between our expectations
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It’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
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What are their backgrounds? How much background information about your topic can you assume they bring to the presentation?
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This should be easy when presenting in a classroom and for me easy when presenting to teaching staff as well. However, if I ever have to speak to a larger group that I don't know as well, I will need to do some investigating in this area.
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I suggest you start your planning in “analog mode.” That is, rather than diving right into PowerPoint (or Keynote), the best presenters often scratch out their ideas and objectives with a pen and paper.
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I don't usually do this but have started on my final presentation in "analog mode" and it seems to be a lot more efficient so far. I'm not very far along though but I do feel in the end I will feel like starting with paper and pencil will have been a great help with planning.
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I never have considered this before, seems like it would be helpful in organizing ideas.
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I can't over- emphasize how important this is for me. It might be just me, but it does help get my thoughts out there and then see how they connect.
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After all, the audience could always just read your book (or article, handout, etc.)
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Why don't students just read the book? Our job in presenting is to answer that specific question. The tough part is figuring out the why for each student.
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This is such a solid point! When I go into a class or a presentation, I want to know that I am there getting authentic, tailored-to-fit instruction that I couldn't find elsewhere. This is what keeps the audience interested. I unfortunately know too many college students that would learn how a teacher lectures and from there decide whether or not they would need to show up through the semester in order to pass the class. As a presenter, you should always be indespensible. -
Thomas, I liked the way you framed this. To a certain extent, the information we need to learn is prevalent in this informational age. In a way, teaching = presentation
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Why were you asked to speak?
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I watched a commencement speaker struggle with this as he rambled on for 45 minutes with no clear message. I imagine this is like going to watch my favorite band and having them not play any of their popular songs.
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The best presenters illustrate their points with the use of stories
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I like this technique. I try to create stories that my students find interesting. Sometimes the most effective stories involve my past failures.
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If you must use more than ten slides to explain your business, you probably don’t have a business
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I teach a business class and students so often try to write a business plan with flowery language and unnecessary details. Interesting to see the common threads between selling a business and selling a lesson.
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What is the purpose of the event?
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Understanding your purpose for presenting can be very crucial. I was recently at a technology and literacy conference in Chicago. I went to the conference to collect strategies and network with other teachers for ideas. I also knew going into the conference that all of the presenters would inspire and motivate me as a teacher. This is what I was most looking forward to even though it wasn't part of the description for what the conference was about. Knowing how your purpose aligns with your audience's purpose is key.
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always volunteer to go first or last, by the way
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This is interesting. I would love to know what the research is behind this tip. I am guessing it is because those are some of the most memorable presentations. When you get caught in the middle, I imagine the audience's focus isn't as high.
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Haven't seen any research in this regards. From personal experience, these are often the places where the audience is the most attentive (first) or most likely to remember your message (last). It is the same logic we (our family) use when performing for martial arts competitions... the judges remember the first or the last one the best.
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interesting, clear beginnings; provocative, engaging content in the middle; and a clear conclusion
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This is good to remember for what kind of stories we want in presentations. Stories are meant to capture the audience, serve a puropose towards our cause within the middle, and serve as a point while concluding the story.
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I like this too. Stories are not synonymous with "fiction", but rather with "narrative".
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people are not inspired to act on reason alone
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This is so true! People make a change out of an emotional appeal that they have encountered that drives the change. Reason just helps justify acting on the emotional response for acting.
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It may be cool, but is it important or help your story in a very important way…or is it fluff?
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There is a fine balance sometimes working with 14-year-olds. Often, "fluff" draws them into the content - it seems that the "fluff" may have a place in what you say but not on the slide itself.
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Heather, this is a good point. I think teachers are much better at this than other public speakers, and Garr is probably talking to non-teachers here. Teachers have quite a bit of expertise at telling a story and connecting it to the relevant point of the lesson. Maybe the only "danger zone" for teachers is spending too much time on the anecdote, but that is not a very often situation.
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Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
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and to know how to explain them well
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This is where the idea of having your own detailed cue cards is very important. If you aren't clear, you may miss the points you need to talk about due to the minimalist slide presentation format.
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People prefer to present only the rosy (and boring) picture
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It also seems that in a classroom setting, when students can see you as being vulnerable and overcoming a conflict at some point, it helps them to be more willing to take risks in your class!
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Twenty minutes. You should give your ten slides in twenty minutes.
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I think 20 minutes is appropriate for a pitch, not necessarily for a class period. That said, we wouldn't spend an entire class period on one point.
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True. I think his general audience for this book is sales pitch presenters. Probably the better way of thinking about this is that spend 20 minutes presenting the info in the class, and the other 20 minutes is interspersed q&a with student, checking for understanding, handling classroom management, etc.
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What is the essence of your message? This is the ultimate question you need to ask yourself during the preparation of your presentation.
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Great question to ask yourself before even beginning to put together a presentation.
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too much information into the talk without making the effort to make the information or data applicable to the members of the audience
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I'm guilty of this. on many occasions. more focused information with a one-page overview handout out after the presentation is my current thinking...
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EXERCISE
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As I prepare my thoughts for my final presentation (which is what I'm currently working on for beginning of the school year) I think to myself: which three big ideas to I want to convey about Office 365 to all K-12 staff. My initial thoughts are 1) communication and collaboration, 2) access, and 3) simplicity.
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No software to get in my way
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I struggle with where to begin. If the software is easy, and not used for the final presentation -- like evernote or onenote, or a mind mapping program, I like to begin there. I like using my whiteboard, but it limits my access to my thoughts--unless I take a picture I suppose, but I prefer either OneNote in O365, or an engineers notepad to layout and organize--along with some stickies!
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“So what?
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“sell” your message in 30-45 seconds
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Rambling streams of consciousness will not get it done; audiences need to hear (and see) your points illustrated.
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ctually rehearsed with an actual computer and projector
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Live performances. Authentic practice. I think live wrestling matches in practice and simulated races in dragonboat paddling: both make the real thing far less nerve-wracking. Preparation = confidence.
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engage the audience
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And engagement is key. I find myself much more engaged when a presenter related the facts to a story.
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It is true that the presentation would have been even better if the slides had been better designed and used properly, but in this particular case, the CEO gave a powerful and memorable presentation in spite of those shortcomings. Trust me, this is very rare in the world of CEO presentations. There are four essential reasons for his success that night: (1) He knew his material inside and out, and he knew what he wanted to say. (2) He stood front and center and spoke in a real, down-to-earth language that was conversational yet passionate. (3) He did not let technical glitches get in his way. When they occurred, he moved forward without missing a beat, never losing his engagement with the audience. (4) He used real, sometimes humorous, anecdotes to illustrate his points, and all his stories were supremely poignant and relevant, supporting his core message.
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This is a good lesson. Especially effectively continuing on with the presentation with the technology acting up...
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What is the real purpose of your talk? Why is it that you were asked to speak? What does the audience expect? In your opinion, what are the most important parts of your topic for the audience to take away from your, say, 50-minute presentation?
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A data dump
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I have been a part of many of these types of presentations during professional development.
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I completely agree...these as the worst .. I dread PD for that fact...what do I remember from these .. nothing
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If you took the time in the first step to outline your ideas and set them up in a logical fashion, then your thinking should be very clear.
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I feel a presenter has a clear idea of where the presentation is going if they take the time to outline ideas beforehand.
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The more you are on top of your material the less nervous you will be
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I have learned this in my presentations! The more I rehearse, the more I know my topic and the better I feel during the presentation.
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ollie1-cohort8: Iowa Online Teaching Standards - 11 views
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6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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It seems that this has become very important in today's educational world: using data to make decisions. We do that in face-to-face courses, so it would make sense that it would be important in online coursework as well.
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Assists students with technology used in the course
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With so many tools available, this one could be tricky. The instructor has to have content and pedagogical knowledge, while also being savvy with technology. That can be a tough mix for some.
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Videos are one way to walk participants through some of the technology tool issues. One trick I've learned is to try to be generic in my videos. This way I can reuse them in different courses. I've even shared some with other instructors to use in their courses. I wonder if it would be worthwhile to create some general criteria that technology tutorials need to include and then post them in a community space (Agora?) so that we could swap video tutorials. Hmmm... -
Technology is so important in our classrooms today. I believe that teachers need the TPACK knowledge in order to teach content and technological knowledge. -
It can be difficult to address the myriad of technology issues for a course, but having a working knowledge of the technology used and knowing where to find the answer is key. Also, it is important to stay updated on new technologies so you can be flexible with the changes.
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This is a really basic standard, but so important to remember in an online course. The instructor has to be savvy with educational strategies and content but also with technological skill.
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Selects and understands how to evaluate learning materials
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With so many tools to use available, this is one of the hardest things for me. It's important to remember that the tool just has to "get the job done" sometimes, not necessarily be the flashiest or most current. If it works, use it, right?
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Agreed - I am doing this on a personal computer because I cannot load software to my work laptop that is connected to the state network. -
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The criteria seems to be addressing specifically materials (such as online lessons or resources) that you might use in the classroom. Just because a resource is labeled "coolestthingever" doesn't mean it fits within your class. Though it might not be addressing technology, per se, we have to align our tech use with our objectives as well. In this case, not only do we want the tool to get the job done, but also do it in a way that is simple for students (as Barb mentioned... can't be having too fancy tools when you can't install them)
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Has experienced online learning from the perspective of a student
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So important! This is one of the benefits of taking the OLLIE courses. I have already been able to realize some things that I should change, just based on being an online student now instead of the instructor. Great standard.
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I'm going to admit I had a similar experience. I actually interviewed for my job at Heartland thinking it was for technology integration (the positions that Tyler, Marisa, Erica, and Alex have). Then they mentioned it was for online learning. Small problem... I had never taken an online course before. So now, I was "helping lead" agency policy on online learning with no experience whatsoever. I took an online class... an awful one, and learned a few things of what not to do. But taking other online courses has helped me tremendously in being better versed for what makes good online teaching.
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Understands student motivation and uses techniques to engage students
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It seems that choice has a big part to play in this standard. Having lots of tools available with technology helps the instructor to provide this choice.
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I agree having choice increases engagement, however, as this is stated, I would rather have technology increase authentic engagement not compliance. -
Choice does increase engagement and students online need to know that they have choice about how they are learning and what ways they can show what they have learned from the content. Writing may not be everyone's strong suit and videos may fit best for others.
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Continuously uses data to evaluate the accuracy
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We focus strongly on data in face-to-face learning, so it would make sense that data should be used just as much in online coursework. It might even be easier to get data in online coursework as a result of the tools available.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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I think of this as formative assessment. This seems to be one of the most effective tools we have for student learning. -
In essence, it is. Some people define formative assessment to be all about helping assess the student. This is about self-assessing your work as a teacher (and the teaching that you are doing). The tough part here is gathering data that allows you to evaluate effectively.
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
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Understands the differences between teaching online and teaching face-to-face
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We want to give students an experience that is even better than face-to-face. In other words, we don't want to given them less or be missing anything they would be getting from face-to-face instruction.
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This is so important!! I get so frustrated with people who say "I teach this face-to-face so I can just put it online" Not everything is appropriate in every venue! -
I agree that not everything can be taught in an online fashion. There are just some areas that need to be face-to-face but yet there are others that can easily be adapted to online teaching. I think about a lot of science courses that would require lab work so that would require some face-to-face time. I took this into consideration when thinking about what course I was going to put together. I really wanted to do something with Team Teaching but I don't think it is really appropriate for an online course but it could be done if thought about for awhile.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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It is very important that students share what they are learning with both the instructor and each other.
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Yes! building the social interactions (so very important for adult learners) can easily be done in an online format, but must be done with intention!
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I have received several comments from course evaluations that the best part of the course was assignments that allowed them to share their experience with other participants and learn from each other. -
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I think students in online classes really like the opportunity to share, but it isn't a given that sharing = meaningful experience. Sometimes, sharing is just posting and others are ignoring it (or replying "I agree!"). Creating activities that elicit good collaborative feedback are challenging to do, but the payoff is that the course is highly meaningful.
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This is one of my favorite aspects about teaching online. I love the team collaboration. As teachers and professionals, we need to learn from each other. No one knows all the answers and what might work for one person might work for others. I am always willing to share new ideas and would hope to instill that on my students that would be taking my class.
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I think this is especially important in online courses. Teachers need to consciously incorporate opportunities for collaboration into any course (online or face-to-face), however it is even more important in online courses. A certain amount of collaboration will always occur in a face-to-face course, even if it is not facilitated by the instructor. However, an online environment places a few more limits on the opportunities for collaboration unless they are incorporated in the course.
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I believe online learning has a lot of potential for effective differentiation. The teacher doesn't have to be the one to deliver all of the instruction. Students can have access to different tasks and resources depending on ability, interests, and work habits.
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Online learning can be leveraged in ways that allow students to access their own resources and their own learning opportunities. However, there is a law of diminishing returns here. If there are too many opportunities or too little guidance and delivery from the instructor, it can become the wild west. Every time we offer this course, many participants comment that the Cool Tools site is so overwhelming. That is in the context of a guided lesson and a guided activity by the teacher, for adults. I can see how K-12 students can easily be wandering without quite a bit of guidance.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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Moodle offers a safe controlled evironment that fosters collaboration with other students. Even when students are working outside the walls of a school they are still can be learning along side others. It is important to embrace that feature.
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This is a good point. It is the "walled garden" approach, allowing you a lot of freedom to learn/explore/collaborate within, but keping you safe from things outside. There are places where you want students to interact with things "outside", but those have to be well thought out.
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Understands and uses data from assessments to guide instruction
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Understands and uses data from assessments to guide instruction
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Understands and uses data from assessments to guide instruction
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Understands and uses data from assessments to guide instruction
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For some reason my highlighting and comment isn't work so I will put a sticky note here instead. - Understanding and using data is important in all learning environments.
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Understands and uses data from assessments to guide instruction
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• Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
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This is important both both face to face and in an online learning environment. I believe it is easier to provide it online because they can provide so many more resources guided towards their needs and interests.
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It does require the instructor to pay attention to posts and requests, and to do some specific questioning of participants to provide the appropriate resources.
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A well crafted online course can absolutely meet the different needs of students, learning styles, interests, and students with special needs, but it is a lot of front-end work. What's great about the online classroom is that you are aware that your students are connected and being in the connected environment allows for greater flexibility on the fly.
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course evaluation and student feedback data
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As Evan had mentioned before, especially with changing technologies, it is more important than ever to evaluate and continually improve our courses
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We'll look at improving our courses through revision more in Instructional Design (and a bit in Assessment, Feedback, and Evaluation for those who take it as well). This course will help reinforce for us the need to continuously evaluate our use of technology, including the new updates within the tools themselves.
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I've not been in an online environment where I was the sole instructor and desired evaluations and student feedback, but I have sought this information in my face-to-face classes and found it to be extremely valuable.
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Selects and uses technologies appropriate to the content that enhance learning
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Selects and uses technologies appropriate to the content that enhance learning
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The lesson "Introduction to Online Tools" has helped me sift through some of the most popular tools and their primary functions/purposes. For example, one time I was using a wiki in a course...when a discussion forum would have been much more effective. When i go back and review the purpose of a wiki it became a lot easier to see that I had chosen the wrong tool.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
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Building rapport with participants is so important. It will prevent participants from falling through the cracks.
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If a participant feels comfortable contacting the instructor for guidance at the beginning of the course, the supportive attitude will continue throughout the course.
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The instructor does need to be available to answer questions and allow flexibility (depending upon the learning group). The instructor should take into consideration the students, their environment, and motivation to learn the new material.
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Another crucial aspect to being an online instructor. You must have an online presence that establishes the rapport that you would typically do in the face-to-face classroom. However, I think norms must be established because being online 24/7 is not a reasonable expectation for the instructor. A set of online office hours might be important or a dedicated time to communicate via a #edchat or something might be a good way to connect with your students.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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Setting clear expecations on assignments and assessments will help you get the evidence of learning that you need and also help ensure student success.
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I agree that having clear expectations is key to student success. We have always posted a detailed syllabus but found students still had a lot of questions - so, we added a webinar in the first week of the course that explains the course policies and requirements and always time for questions and concerns. This webinar has been very well accepted and has reduced the value of individual questions.
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Shannon, I like your example here. This is a good illustration of how it takes multiple approaches and some customizing by the teacher to make things most effective.
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Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
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Including course policies is a good idea. Hopefully, they aren't needed, but in the event that an issue pops up it is good to have course policies to fall back on.
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Agreed, it's better to have developed policies in advance rather than not have a plan to deal with problems if they arise. -
AUP are important for online courses. I think they should be short and sweet and should be easily accessible in case of an issue that needs to be resolved.
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align with course objectives and assessment
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We need to remember this one - adding tools that do not really add to the learning is not productive
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Is knowledgeable and has the ability to use computer programs
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Online instruction requires a growth mindset and the willingness to improve through the use of a variety of online tools. (Kathy Perret)
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Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
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6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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This is very important early on in the course to assure student success throughout the course. Often the student is so afraid of not meeting course requirement, they just need a little boost of confidence. Once they settle into the routine of the course they gain confidence and can focus on digesting the content and collaborating with others.
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Creates a safe environment, managing conflict - Participants need to feel comfortable competing assignments and commenting back to each other. I have received comments on course evaluations from participants who stress about assignments that ask them to provide suggestions to other students. Shannon Hafner
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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This is exciting and frightening since new technologies are developed so frequently it's difficult to stay current.
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Agree. Technology is changing everyday! One thing I have found helpful is to develop a network of a variety of educators with different areas of expertise. We formed a Voxer group. They are my "go-to group" when I have questions about tools, their use, new advancements, etc... Twitter is also a good source to stay current. (Kathy Perret)
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Iowa Teaching Standards
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I like that the Proposed Online Teaching Standards align to the Iowa Teaching Standards. This is helpful so that teachers don't feel they are being asked to do something different.
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Provides and communicates evidence of learning
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Online learning must include ways to communicate and learn with and from others (just as this DIIGO assignment is asking us to do!)
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This is an important point. As the points above mention the importance of data in evaluating courses and instructional strategies, this provides evidence (data) of student learning. This data demonstrates the level of learning, which is important for students and can also contribute to the evaluation of instructional strategies implemented within the course.
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Designs the structure of the course and the presentation of the content to best enhance student learning
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The design elements in online learning are essential. I'm looking forward to learning more about this and designing my course to reflect STUDENT LEARNING rather than dispersing my knowledge on a subject. (Kathy Perret)
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Networks with others involved in online education for the purpose of professional growth
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with o
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Networks with others involved in online education for the purpose of professional growth
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Networks with others involved in online education for the purpose of professional growth
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Networking is a critical component of any online learning - whether it be a formal course or being a connected educator through tools like Twitter, Blogs, Voxer, etc... Learning needs to be dimensional and collaborative! (Kathy Perret)
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My ISU cohort has been an essential part of my learning during my Master's program. I believe that a cohort has been the best way for me to go through my master's program because I developed relationships with individuals from across the state and nation. These individuals have supported and challenged my thinking.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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It is important to build skill not only to work with willing learners, but learners who push the limits. Effective online learning utilizes effective classroom management practices. (Kathy Perret)
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This is something I had not really thought about. How to deal with inappropriate technology use. I look forward to learning how to deal with these situations.
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These situations are a part of my everyday job. We have an AUP but making sure students, teachers, and staff are following through with these expectations is difficult at times. Appropriate consequences for the behavior are also important.
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Provides substantive, timely, and constructive feedback to students
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Timely feedback is an essential part of online (and face-to-face) learning. (Kathy Perret)
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Providing descriptive, timely feedback is a necessity in any course. Learning is limited without feedback. Relevant feedback promotes more learning from a task and helps to limit misunderstanding of content and/or the expectations of the teacher.
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and understands how to teach the content to students
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The "and" is extremely important here. Both understanding the content and being able to deliver it in a way that is understandable to student is essential for any course.
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I believe that this has the biggest impact on student learning. Instructors (whether online, face-to-face, or some other hybrid) must understand effective instructional practices or students will not learn the material. Content knowledge is obviously important, but it does not result in student learning without a solid understanding of best practices in instruction.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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So important for students to know what the expectations are for a course.
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Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
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This is important in any field, and online teaching and learning is no different. Teachers must be competent in the content they're teaching in order to best serve their students.
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multiple learning needs
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Teaching online gives us a great opportunity to meet learning needs of many students.
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Applies research, knowledge, and skills
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Diigo is a great resource to show students who are working on research as well!
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privacy
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Using Diigo as we are now, in a group, is a great time to talk about privacy and positive online interactions with students.
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assessment
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Again, online learning in many cases mirrors learning in a classroom; multiple and varied assessments are and have always been best practice.
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multiple assessment instruments
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It is important to include a variety of assessments. I can see how it would be easy to fall into the habit of using a couple of forms of assessments within an online course, but a variety of tools provides a better measure of student learning.
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s ability to enhanc
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I shared this annotation because having been a student in online courses since high school, I've found this learning standard is often overlooked. The community aspect is crucial to making everyone feel a part of the learning environment and for keeping students engaged in the learning process. I've had professors/instructors who maintained little online social presence and consequently, I felt disengaged and disjointed from the course. On the other hand, I've had professors/instructors who were deliberate in attaining this learning standard and the end result was much more positive.
Office Sway - 2 views
ollie1 (Peterman): Iowa Online Teaching Standards - 28 views
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Has experienced online learning from the perspective of a student
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I agree. I need to first understand the tools available from a student's point of view before I can bring it into the classroom. -
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I think that taking online courses ourselves humbles us and helps us to empathize with our students who experience problems with online learning. -
Each time I come to this class, I am engaged in a riveting conflict that involves the following extremes: the fear of being a miserable failure vs. the thrill of successully participating online in a manner that I did not even know exsted two weeks ago. -
Working as a student in an online course is so beneficial to those who will later be an instructor in an online course! I believe it provides instructors with empathy and an understanding that it will not be easy for every student and the challenges will vary with each technology tool! -
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I think this would be such a plus. I always thought my best early childhood college instructors were those that had had experience in an elementary classroom -
As educators, perhaps we should be doing more to experience what our lessons are like from a learner's point of view, and I mean online and offline. We would learn a lot from this. -
I agree with so many of the comments in this section. It is beneficial to be attempting an online class before presenting an online class. (Or hybrid) And it is good to recall what our students will feel - the 'riveting conflict' as described by Steve Leach is something good to experience. -
Being able to understand the issues students have with respect to the online presentations can help us 'fine-tune' our lessons. It can perhaps motivate us to search for easier programs or give ideas we can suggest to the publishers of our favorite program to make them work better. It is a humbling experience to jump from feeling like you know what you are doing to being totally 'lost'.
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Frankly, it's fun to be a student when a lesson is engaging and hits our optimal zone of learning and challenge, but on the flip side if a lesson is poorly conceived it is difficult, even for an adult, to stay focused. It is important to put ourselves in the shoes of students in order to grow as educators. Reflection is so important. -
I think this is very important. One of the reasons I want to get involved in creating my own online course is because I enjoyed being a student and taking classes online. I feel like I know some of the criteria and how to navigate somewhat around an online course that will help me relate to my students. I always like to emphasize to my student whether in the classroom or adult students, that I am sure there will be times when we are going to be learning together.
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Being able to be in contact with the instructor (and other students) is imparative during an online course.
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I agree, Ronda. Students, especially those new to online learning or using a new online platform, need that instructor support to avoid becoming too frustrated. Also, contact with other students helps students to learn from each other.
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I am one of those students who is new to online learning. On a daily basis, I use face-to-face contact in order to succeed, so this is a very challenging way for me to learn. I am encouraged to know that my instructor and my classmates are there to help me when I have a simple question or am feeling overwhelmed by how much I don't know.
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This is crucial. Technology is only a vehicle to learning. If the process is too difficult students won't be spending that time on the content.
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Karen, it is nice to know there is a troubleshooting area in online classes and other students to ask questions of. It is a new way of accessing when we can't see the person on the other end.
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It is important for instructors to be able to use technology to better prepare out students
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The challenge is staying current because the technology emerges so quickly.
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I agree, it is very hard to keep up and stay current with all of the new and better programs that are constantly emerging. It seems like the students are one step ahead all of the time since they are so comfortable with technology. -
I agree Jamie, it is a challenge for teachers to stay current on technology as it changes so fast. School age kids can fit new technology quickly into their skill set because they have always had technology in their life.
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I agree the technology changes so fast that for teachers it is more difficult to 'keep up'. I wonder if we get used to one site that works and we get comfortable and we don't keep looking for new ideas or sites to improve our teaching. -
With my students, we feel more of a responsibility to expose them to educational sites. The population I teach is comfortable with tech, but using it in an educational setting is were they struggle.
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I have been teaching my subject for twelve years now, but do I know how to demonstrate competence in content knowledge using technology?
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Assists students with technology used in the course (Varvel III.C)
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Assists students with technology used in the course (Varvel III.C)
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It is my wish that this class will help me to assist my students with technology as we move to 1:1 school, next year.
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Paloma, Does 1:1 mean that every student will have a laptop or some other form of technology available for every class period?
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I would also like to be more technology literate after this course. While I will not be teaching an online course, I will be enhancing my classroom courses with online resources.
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I am thinking about the importance of collaboration with other teachers and the help of the school's IT Department to help us growing technologically.
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I think collaboration is very important. I'm the only social studies teacher in the middle school level at my school. I love getting together with other middle school social studies teachers and pitching around ideas of what we're using tech wise in class.
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Communicates with students effectively and consistently
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I wanted to say THANK YOU! to Nancy for doing a great job communicating with all of us, effectively and consistently. Great example in teaching us how to create a community of learners.
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Yes, Paloma. Nancy is a great example. I took another course with her and was very encouraged when I communicated my frustration.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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I believe one key to student success in any course is getting them off to a good start. A good overview/orientation is essential so that students know what they will be learning and what will be required of them.
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I agree, Charmaine. I found the "Topic 1 Pacing Chart" to be especially helpful last week. I printed it and used check marks to keep track of my progress.
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Having one place with all assignments listed by due date was a feature of all my classes. I would continue thta in this context.
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This is a must with the population that I teach. We have a high ELL group (many children of first generation immigrants). Have detailed explainitions, not only at the beginning, but throughout any activity or class is needed.
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Understands the differences between teaching online and teaching face-to-face
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I think that understanding these differences is essential. What works in one environment may not work in the other. Taking our face-to-face course work and merely putting it online may not be effective nor desirable.
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As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept that is causing the confusion.
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Yes, and I had a glitch that prevented me from seeing these notes earlier, and that was very frustrating. Have to allow for tech issues.
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Being a student in this class gives me an opportunity to experience what my students may encounter. I am presently working from three different computers and each one works (or doesn't) a little differently.
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From my perspective, I feel that you need to be an online student yourself first before you can design and guide an online class. Being a student gives you the understanding and need to predict student needs when designing online instructions that are different and more challenging than face-to-face instruction. It initially takes more time to design online instruction than face-to-face -
This is definitely something to think about. Some things would be similar, but others would be very different. I've taught face-to-face classes with adults, but never online
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I agree with you Mari. I believe it is very beneficial to be an online student first before you design your own course. I have worked on a course this year, but am learning so many different ways to present information and engage students by taking this course. I think this will make the course I have been working on more rigorous and engaging to the course participants.
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Utilizes a course evaluation and student feedback data to improve the courseþff
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Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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Knows the content of the subject to be taught and understands how to teach the content to students
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At my school, North Polk, we are currently discussing how we teachers must be constantly adjusting the strategies we use to teach so that we are better able to meet the needs of all learners. It is not enough to know our curriculum; we must be able to deliver it successfully too.
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This is so true! Quality teaching will have the most impact on student achievement - not resources, class sizes or the use of technology. -
I appreciate the 2nd half of this statement most--understands HOW to teach the content to students. We must be developing 21st century skills through all content learning and that doesn't happen by using 19th century teaching methods. Cooperative learning and deep thinking needs to occur.
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• Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
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Utilizes a course evaluation and student feedback data to improve the course
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Considering my struggles with the technology to this point, anything I create would be heavily modified during pr after it's first use.
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching
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Using technology in a classroom is only appropriate if it is beneficial to the learning process for students. Sometimes I believe it is easy to think that using technology is in itself helping students learn, because this generation tends to focus more when on the computer or with a video game type learning device. I imagine this can make it easy to implement technology without a true educational benefit for students and teachers must stay away from that.
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
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I think this standard is closely related to a standard in ITS 4 which brings up the fact that online learning is different than face-to-face learning. That is very true and because of that online instructors must strive to make their course understandable and beneficial through the presentation of the content and the use of various tools to enhance understanding.
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• Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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I am part of our school's Biology Data Team. We are beginning to implement Data Director to collect data to analyze our student's progress.
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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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I provide pretest and post test data to my students. I work collaboratively with another teacher to improve instruction. We always discuss methods and analyze our student data.
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Assists students with technology used in the course
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
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These are very important for the same reason as what I posted above. Because students can be more bold online, it is important to make sure that they are being appropriate in their communications...and that the discussions and work stay on task.
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• Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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I would be interested to know how other teachers do this. I am new to doing things online for my courses, but I would like to know how other teachers tailor their online material to fit the different needs of students.
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Sometimes I follow the forum discussions and from these discussions, I ask more guiding questions that seem to follow student interests or other sites that may support their topics for further research
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I have found that students are more open to communication via online tools than they are in class. Discussions tend to go much deeper when they are online than in the classroom. I have had students ask me some rather profound questions that I don't think they would have face to face.
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I would agree with that. From my experience, online communication tends to break down some barriers for some students. It seems less threatening to them somehow, but this does not always apply for all students.
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• Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
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This is, of course, good for the teacher to be able to do, but I have found that as rapidly as technology changes, often times it is the students who are able to help me!
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I agree! When I get lost, I turn to our children or another student to help me.
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Selects and uses technologies appropriate to the content that enhance learning
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This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner. -
Yes, I agree, we must select the right tool for the right job. The tool needs to be selected after the objective of the lesson has been decided, then the tool is selected to "enhance the learning". We also need to remember that instruction on how to use the tool should be taught before it is expected to help with content learning. It is too easy to forget the content and focus on "tool proficiency."
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Provides substantive, timely, and constructive feedback to students
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If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
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I am weak in this area, but last summer experienced a total lack of communication in one of my online courses that really left me frustrated. I resolved to make sure my students never had to experience the same thing at that point. -
I think this is so important especially for those who are not sure if they are doing an assignment correctly.
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You are so right -- it's easy to get frustrated when there is a lack of communication.
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4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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4 Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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I wonder how - pr even if - this might be different for adult learners, particularly in nonformal adult education.
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This is very similar to what we already do in our regular classrooms, so not much different for online teaching standards.
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS
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Technology can do wonders in the motivation area. Today's students have grown up with technology and it's technology that can engage students in online or face to face classes.
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So true - everyday I have 2-3 students ask "are going to use the iPads today?". It really is amazing how it is so much apart of their lives and I'm just learning and trying to keep up.
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We are going 1:1 next year - ready or not. It's going to be a learning opportunity for everyone. Since I teach the business classes - Microsoft Office - they won't be used as much in my room, but I'm still looking for ways to incorporate them.
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Just like I said in the first section, this is very similar to what is expected in a classroom. I'm not sure how this would be done for creating an online class, other than having a variety of ways to get information, communicate and share what you have learned. I would think that those people taking an online class would have a more similar learning style.
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I've seen several instances that technology is used just for the sake of technology. It really doesn't enhance the learning. I think in an online course this hopefully would not be the case.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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This has been something I have had to do deliberately because it is too easy for me to keep the same sort of activities happening all the time. I took another OLLIE course that taught me various ways of doing this. It was helpful because I was having difficulty visualizing what I could do on my own.
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I have had this experience as an online student and have included it as an online instructor. In both cases, people who collaborated worked face to face, even though there was an online option. I think as a student you really have to push for inclusion in the collaboration. It is somehow less satisfying than being physically present.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (
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This needs to be a standards, but there seems to be a lot to know about how one would follow it. Sometimes I think people, myself included, may not even know they are doing things unethical. I appreciate that we are learning about this throughout the Ollie classes.
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This would seem easy, but I have found it to be tempting to skim over it, doing the bare minimum. It is amazing how much content I want to borrow from other sources, which is fine, but also how much I leave the attribution to the bitter end.
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It could be difficult to use the data from assessments to guide instruction in a current course because often the online course is already established and changes cannot be made. However, data from assessments could be used for future classes.
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As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept
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Networks with others involved in online education for the purpose of professional growth
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Google+ and Twitter and my go-to places to network with teachers online, so these would be my starting points for looking to meet this standard. The majority of online teachers seem to have some kind of presence on at least one of these networks.
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Moodle_iowa must be tagged to get full credit. You must also search ollie iowa and join the group before the drop down menu will give you any other option but "private".
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The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
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The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
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Tamela is able to respond to notes already posted but not able to post original thread. I am logged in and can see everyone's notes. I have changed the dropdown menu to Ollie_Iowa. What am I doing wrong?
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I think it finally worked. I am not sure what I did differently! This brings me to #7...it is so important to experience online learning from the perspective of a student :)
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Just like face to face learning, online teachers need to remember to provide opportunities that enable student self-assessment.
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It is important we select and use technology appropriately with the content and not get caught up in the bells and whistles. I have been to classes where they used Power Point and had every icon flying in with a different sound...annoying.
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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It's also important to be available to help students. They will not be learning any of the important content if they are lost in "online never-never-land".
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Understands the differences between teaching online and teaching face-to-face (
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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It is important for people to understand how to communicate when teaching online. This is different from face to face teaching. People cannot see facial expressions and cannot hear the tone of the teacher online. Making sure communication is clear, positive and professional is important.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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Students like to understand how they are going to be graded on a project. Making sure that you show them by using a rubric will help with any questions they may have later on about their score. A rubric can also be like a checklist for students to make sure they have covered all parts of the assignment.
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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This is important because students need to understand that their online course is a classroom setting not a private chat room setting. Being professional and respectful in their posts and comments is important.
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I think it's also important to stress the use of proper sentence structure, proper grammar, etc. Just because it's online doesn't meet texting rules apply.
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It's frustrating to see text abbreviations in an academic class. It's something I stress - the difference between what is appropriate and when it is appropriate.
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to stay current with emerging technologies (SREB B.5)
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By Jan Brosnahan -- Sometimes I thinks it's hard to stay current with all the new technology out there. That's why classes like this are helpful to bring people together with ideas that can help other teachers.
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Insuring that students feel safe and included is of extreme importance when we are all learning in isolation, particularly when you can't rely on visual clues like in face to face education. Also written communication can so easily be misunderstood.
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#7 is extremely important. Technology changes so quickly that you have to be constantly exposing yourself to new learning, and then you have to utilize it.
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Aligns assessment with course objectives
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This just underlines the importance to test how we teach, remembering each students ability level and background knowledge. I think we have a special name for that, oh yeah, differentiation.
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• Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
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It's so important to know the standards and teach those to our students. We can't expect them to know what they haven't been taught.
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• Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
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I am a firm believer in this benchmark of standard 7. I feel as if I'm falling behind when I'm not taking classes to expand my horizon. Which explains my interest in learning about moodle, etc.
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You will probably be able to tell my age .... but I've been going to school for 50 years! If I don't keep taking classes on technology that can help my students, I feel like I'm not preparing them for their next step.
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• Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
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Formative assessment is so important to adjust instruction to meet learner needs.
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Proposed Online Teaching Standards
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Proposed Online Teaching Standards
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Proposed Online Teaching Standards
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These standards are an alignment of the Iowa Teaching Standards (ITS), the Southern Regional Educational Board's iNACOL standards (SREB), and the standards put forth by the University of Illinois (Virgil Varvel)
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Asked this one the on the course standards as well. Are these standards subject to change with the coming of the Iowa Core.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
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Not only do we need to promote a collaborative and interactive situation in the face-to-face classroom, online collaboration that promote interactive activities while teaching content is very important however challenging for someone just starting to learn how to develop online classes. The tools to form collaborative situations sound great but learning how to take advantage of their full potential takes time. I think to start with I'll find one tool, maybe two, to focus on.
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In today's business world - teamwork is an important skill. You are right when you say we need to promote collaborative skills with out students. The online classes can help students work together while not being in the exact location or time.
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This one hits home with me being a science teacher. We need more scientists. We need students graduating and heading to college and majoring in the sciences. One way to capture attentiion and make science intruiging is through technology. I have found that using things like LoggerPro with Vernier Software and Hardware get students that hands-on experience that facilitate learning when they don't know they're learning.
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I believe in trying new things and I'm not afraid to jump out there along with the students. This year, we tried two new projects in class involving two different software programs. One of which, I had zero experience with and the other, minimal technical practice. One was Google Sketchup and the other was Audacity. With Sketchup, the students were highly skeptical, but became extremely more than proficient. Some got really good. When we went to Audacity, it jsut took a reminder that they can do anything they put their mind to. Students are highly adaptable when it comes to technology.
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Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
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I developed great respect for teaching standards over the past few years as I was required to learn all about Iowa's Early Learning Standards in my position as an Early Childhood Consultant for Northwest AEA. I observed that teachers who get to know and implement the standards have better outcomes for children. Having the credentials and meeting the standards for whatever you are teaching, on or off-line, brings credibility to what you are doing.
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I'm new to online teaching. What are your thoughts in rigor? Do you find online classes more or less rigorous than traditional class?
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Creates or selects multiple assessment instruments that are appropriate for online learning
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I agree. We need to have various ways to assess online learning. We need to do quick screens to get an indication of where students are at, but we must also do ongoing observations. There is value in both formal and informal types of assessment.
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Utilizes a course evaluation and student feedback data to improve the course
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I think reflective teaching, while very important in a standard classroom, is even more critical for an online class. With ever changing technology, lessons will need to be continually modified
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Demonstrates ethical conduct as defined by state law and local policies or procedures
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If students see instructors violate copyright laws, how can we expect them not to?
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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I work with many learners who insist that they cannot connect online the same way they do in person. It's my goal to win over some of these reluctant learners, but I think I need to provide them with many options for interaction.
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I taught a hybrid course last semester out of scheduling necessity and feedback (about the structure of the course) from students was the most beneficial part of the course for me as an instructor. I underestimated what teaching online required before that experience!
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evaluate learning materials and resources that align with the context and enhance learning
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I know it's been mentioned above but this so closely replicates the Iowa Teaching Standards yet is so different at the same time. Remembering that learning material and resource needs are different for students in an online environment is so important! Again, wraps back to the importance of being an active online learner yourself to understand the needs and demands your students will require.
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This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
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From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
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Helps students with disabilities to understand the lessons snapped a picture of what is required of them for the assignments, or connect the subject lessons in reading and writing parts for all other students in class or online lectures. also works to shorten the time of the study. Asma Ali -
studying of Diigo, help increase the teacher in his style in the study, and may be a means of importance in a variety of teaching methods
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If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
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If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
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From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
Articles: Preparation - 1 views
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connect with your audience.
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Connection is key when thinking about presentation, but I also believe balance is very important. In terms of content, I agree that there should not be a "data dump" I also believe that if you are planful in your presentation, you have a clear vision for what you want your audience to do with content.
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simple
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When I see simple I think scaffold. How are you scaffolding your content for your audience?
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Yes, scaffolding is such a key concept! What does your audience already know, what do they need to know, and what can you do as a teacher to get them there...to bridge the gap!
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use a large whiteboard
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Another great way to outline your content is through conversation. I have put titles in slides almost like a flowchart just to spur conversation to guage if I have the makings of logical flow.
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Our pastor does this for his sermons. He has a huge whiteboard on the main wall of his office. It gets more and more full as the week goes along. Then Monday it's white again!
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Humans are predisposed to remembering experiences in the narrative form; we learn best with a narrative structure. Humans have been sharing information aurally and visually far longer than we have been getting information by reading lists.
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This sure makes sense stepping back and thinking about why it is so hard to transform education. If we are predisposed to narrative structure, it makes sense why it is so hard to change the way we teach and learn. I am curious with the advancement of technology is there has been a shift in this?
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10/20/30 Rule
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This is an interesting rule to consider. I like that we are thinking about 10 slides or less.
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it is useful to think of your entire 30 minute presentation as an opportunity to “tell a story.
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I think this is a great piece of advice. It allows the speaker to have a more interesting delivery, but at the same time have a clear path to take the audience. -
I do think this is a good thing to do when you are presenting. It's just sometimes I find it hard to tell one of my stories and connect with the stories and notes I am presenting. But if I can't find a connection with them, my students will never find a connection to their lives. So I think this would be good practice for the future - let the students in to your life story.
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you want to position the problems in the foreground and then show how you’ve overcome them,
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I find this to be very true as it seems my own children seem to listen better about a lesson I am trying to teach them when I tell them about my own struggles when I was their age instead of just telling them what to or not to do.
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Highlighting contrasts is a natural way to bring the audience into your story and make your message more memorable.
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I never put much thought about how each pair in Star Wars were so contrasting to each other until this example. Highlighting contrasts are definitely something I will try to include in my future storytelling.
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include
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Even if setup goes perfectly, people will arrive late and have to leave early. In a perfect world, you give your pitch in twenty minutes, and you have forty minutes left for discussion.
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I don't necessarily agree with this statement. Working in the Tech Dept myself I know you can't expect technology to run perfectly, but to only dedicate 1/3 of your allotted time to your presentation and allowing a majority of your time to discussion seems like it would be a little disappointing to the audience.
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I agree that people would be disappointed if they paid for an expert's presentation and got 1/3 of the time slot. However, I think it's great to allow for questions when I am trying to convince people to invest a lot of money in something!
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Yes, that won't work in a lecture hall at a university when technology is fine and students are on time 90% of the time!
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If it is real, then it is in us.
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I have heard the phrase "fake it until you make it", but if you truly believe in what you are talking about then your audience will have better buy-in to what you are saying.
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Yes, in the course on business communication I teach at ISU, our first rule is know your audience.
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Often times, I assume my audience is just going to be interested in what I say, and I don't take time to really put myself in their shoes. It would be nice to see it from their angle and see what it is like (perhaps follow them around for a day). How many boring presentations do they see in any given day? I do think making it more personal to them would help, but again, how do you make important information interactive without having them find the info themselves (and possibly not finding the right info)?
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remember only three things
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audience?
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audience?
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audience?
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Visuals should be big, bold, clear, and easy to see.
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Make your presentation—visuals and narration—participatory.
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ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
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ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
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I wish I could highlight the list or put some symbol by it so I could see it easier later.
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find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
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with a pen and paper.
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“so what?”
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am talking about reality, regardless of the topic.
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I would argue (as many have before me) that reality does not present itself as unmediated, but rather that we make sense of the world only once we apply narrative (or other structural) principles. Thus, there is no "story" we pluck from the world, but only the story we create.
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The key, then, is to aim to unite an idea with an emotion, which is best done through story.
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Conflict is dramatic
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The result is that you and the audience are out of synch.
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Is it to inspire? Are they looking for concrete practical information? Do they want more concepts and theory rather than advice?
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A data dump — all too common unfortunately — is when a presenter crams too much information into the talk without making the effort to make the information or data applicable to the members of the audience.
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I am very guilty of this! I feel like I'm hoarding the information, and the only way they're going to get it is if they listen and pay attention! (insert evil laugh) I've mentioned before that I just give them my beautiful PowerPoints instead of presenting them because I can't find a fun way to do it! I wish I could get the info across and still keep them entertained!
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We fear what we do not know.
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I am very guilty of this! This also plays into why my presentations are so boring - I haven't rehearsed them. I assume my rehearsal is the last time I gave the presentation - last year at that time! Of course it's going to be boring and mundane when I don't have anything to spice it up - or don't remember exactly what's on the page! If we teachers are acting, I suppose it helps to rehearse your lines every once in a while.
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If the task is impossible for you, then you may want to think again and get your message down pat in your mind. This too is certainly something you do before you ever begin to open up PowerPoint (Keynote).
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The "task" that always sticks out in my mind is that they are being graded on this on an important test, so they have to know this. But why would I focus so much on just the grade of it all? Grades are stressful, and once you remove the numbers from the class, it can be quite enjoyable. My new task should be to teach them something interesting, and let them worry about the grade, not me.
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Articles: Design - 1 views
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it is far better to prepare a written document which highlights your content from the presentation and expands on that content. Audiences are much better served receiving a detailed, written handout as a takeaway from the presentation, rather than a mere copy of your PowerPoint slides
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I see how this is a better way to format information. Any suggestions on adapting this for the instructional format? Specifically I'm thinking about online courses and flipped instruction. If I also post the written notes in addition to the presentation, what prompts students to bother with the presentation? Or do I just need to let it go and be okay with students getting the information in anyway that works fro them?
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If the photographic image is secondary in importance, then I decrease the opacity and add a Gaussian Blur or motion filter in Photoshop.
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I would like to know this also! I've checked on Atomic Learning as suggested in one of the lessons, but it does not seem easy to navigate.
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You can then save the PowerPoint file as a Design Template (.pot) and the new template will appear among your standard Microsoft templates for your future use. You can also purchase professional templates on-line (for example: www.powerpointtemplatespro.com).
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Good reminder! I want to improve my presentation abilities - not reinvent the wheel.
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One thing I do is to recycle past presentations. I very rarely every start from scratch. Sure, the objectives have changed, so 3/4 of the presentation might be new, but having some of the slides already done from the start helps me during the planning phase. It's almost like having a couple pairs in Gin Rummy.
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Learn more: PresentationPro.com has some great Flash tutorials including one on color. Go to the CreativePro.com to learn more about color. Dummies.com has a good short article on how to create a Color Scheme in PowerPoint.
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Serif fonts were designed to be used in documents filled with lots of text. Serif fonts are said to be easier to read at small point sizes, but for on screen presentations the serifs tend to get lost due to the relatively low resolution of projectors. San-serif fonts are generally best for PowerPoint presentations,
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Dangit! Serif fonts are much more visually appealing to me. I use them for everything. I guess not anymore... :-(
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The example below is a great illustration. I tend to lean towards serif for most things, but will definitely think about this going forward. -
Further research on this suggests that sans serif is better for large quantities of text too, as long as it is being read via digital device. Only for printed text are serifs the way to go.
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Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding. The less clutter you have on your slide, the more powerful your visual message will become.
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(and save teleprompter text for the “notes” field, which the audience can’t see).
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This is an important thing for me to remember. I don't have to eliminate my content -- I just don't put it on the slide. That's what my verbal presentation is for.
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Flow. You can direct people’s eyes to certain areas of a slide to emphasize important points.
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If they fall below 24 pt then you might be on to something. Also, look at the number of lines you use for your bullet points. If you use more than two lines anywhere, then they’re definitely leaning text heavy. Depending on the type of presentation, two lines might even be too much.
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Not less than 24 pt font and not more than two lines (and even that is suspect). Got it!
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These guidelines are quick and easy to remember when creating a PowerPoint. I need to have "if you have to decrease the size below 24, you have to many words" on a poster in my office.
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Depending on your content, you may be able to convert each bullet point into a separate image on one slide or over several slides. This approach isn’t always feasible, but it is far more visually appealing than yet another slide filled with bullet points.
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This is an interesting idea! I like it. I think it will also help reinforce the main ideas instead of (potentially) leaving viewers guessing at what you said.
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I couldn't agree more. I think this strategy is something that will really leave a lasting impression with the audience.
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I also like this idea! "Speak" through the images rather than text. It will be something interesting to try!
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This hits home for me when trying to evoke emotion or memories with an audience as well. Finding the right image will pay off in the end.
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Don’t submit to the urge to add unrelated “decorations” to the slide. Be strong.
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I need to remember not to submit to the urge to add an image to each slide. Especially if the image does not directly relate to content on the slide.
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I agree! The image should only be present if it enhances the presentation, not just to fill space!
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Ha! 'Be strong' made me laugh...this reminds me of therapy. Reworking how we attach to making presentations really is a lot of letting go and rearing up of not-so-favorable tendencies I have not just in presentation making, but in all of my life!
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In this view you may decide to break up one slide into, say, two-three slides so that your presentation has a more natural and logical flow or process. In this view you will be able to capture more of the gestalt of your entire presentation from the point of view of your audience.
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Using the Slide Sorter View is something that I had never thought of but I can see how this would help create consistency for the audience. I would like to start using this view when creating my presentations.
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Sometimes the image is actually a pretty good one but it just needs a bit of editing so that the text will pop out more.
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eeping the image simple is something that I need to keep in mind. The whole "less is more" idea helps the text pop on the screen and create that last impression with the audience.
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Remember, the slides are meant to support the narration of the speaker, not make the speaker superfluous.
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I need to remember this! The slides in my presentation should only support what I say, not compete for the attention of the audience. Reading about the Cognitive Load Theory helped me understand this.
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I think I'm going to put this statement along with the points on this list on a one pager that can be front and center when begining preparations for presentations during my initial planning quiet time. Would also be good to share with other as a review of this class when asked.
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This is difficult for many to learn. Typically, we think creating the best slides you can = the most informative. Creating something that is purposefully NOT as informative in order to force the audience to better attend to the presenter is counter-intuitive at first.
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to be passed out after your talk
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I don't want my handouts competing with the presentation for the attention of the audience. This is a good reminder to give them out after the presentation is over.
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I think this is a quick and easy item for anyone to do to make them a better presenter.
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what's your intention?
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I like this reminder. What is the purpose of an image that I am adding? Is is serving this purpose? Does it need to be cropped or otherwise edited? Will there be any text with it? Now these will be questions that I will ask with every picture.
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True true. Keeping in mind the WHY and the INTENTION is going to eliminate a lot of unnecessary clutter, and, keep me feeling more focused and streamlined. And CONFIDENT in cutting what I do, because I'll need to keep cutting a lot from my presentations!
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But including a healthy amount of white space sharpens viewers’ focus by isolating elements.
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This is a good reminder. Just like silence should not always be filled, white space on slides should not always be filled.
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I like the technique that is used in the example below. It took a picture that doesn't blend with the white background, which is kind of a no-no. But by making it appear as a photograph, and then rotating it slightly, it makes it very stylish on the all white background. It makes it look like one cohesive slide as opposed to having the image take up about a fourth of the screen.
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Remove all extraneous copy from bullet points
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I like the reminder of this step: remove any excess words! I can see how this will make me focus on the main point of each bullet, and possibly separate each point into a distinct slide.
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glance test: People should be able to comprehend each one in about three seconds.
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I know that I've heard this before with variable times for viewing, but great to think about with every slide that is being created. Keep at it!
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However
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approach
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something
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Admit your
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slide has a text problem
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main phrases
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on the
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phrases
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Highlight the key phrases that you will help you rehearse for your presentation
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Speak to that content when you present
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slide
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TypeError
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Slide
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It’s also important to stick to a consistent visual style in your slide deck.
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I can see how the continuity of slides really creates a cohesive presentation. I know that it drives me nuts when I see a presentation with multiple font styles or a frequent switch of background colors.
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the star, of course, is your audience
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To remember that the audience wants to FEEL is key for me. So the question - What am I presenting to elicit feelings and WHY should they care? - guides my work.
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Don’t let your message and your ability to tell a story get derailed by slides that are unnecessarily complicated, busy,
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So true. Sometimes I want info in there because it's related, BUT, it gets in the way of my being able to TELL THE STORY! Key.
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“Sorry I missed your presentation. I hear it was great. Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you.
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Ha! Exactly. This made me giggle. So true. I want to strive for this - that my preparation will be so that if someone missed it, they really missed it.
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never, ever turn your back
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Always be asking yourself, “How much detail do I need?”
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guilty of including too much data
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appropriate
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limit the bars to 4-8.
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evokes feelings
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is emotiona
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can help persuade and motivate.
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can increase interest and improve learning comprehension
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I do not underestimate the power of visuals, and color is huge - Saturation, combinations, tone, contrast...it can make or break the staying power of your message!
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retention
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if you plan to keep most of the lights on (which is highly advisable) then a white background with black or dark text works much better
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sans-serif font and is professional yet friendly and “conversational.”
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I agree. Sans-serif feels more inviting, casual, playful, yet clear and less cluttered because the tails and frills are gone. I've never read of anything suggesting fonts for certain types of written communication, so, this is great guidance for me!
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Spend time in th
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Slide Sorter view, you can see how the logical flow of your presentation is progressing.
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You will be able to notice more extraneous pieces of visual data that can be removed to increase visual clarity and improve communication.
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How many different ways could we use the same image (at different resolutions) inappropriately or use a different image in a way that is less effective than the one on the left?
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image is cropped for better balance
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transparent box is added to help the text pop out
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Think of your slides as billboards. When people drive, they only briefly take their eyes off their main focus — the road
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Great metaphor for this. The GLANCE test. We all can relate. This reminds me of, when reading the first few lines of a book or essay or article, will the audience feel 'hooked'? In other words, why should they bother reading/viewing/listening to me?! Give them something to rile their curiosities, stir their emotions, connect with such human universal resonance to a problem or concern they have that it urges them to go deeper...
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Lots of extras actually take away meaning
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they become a distraction
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overtax the audience’s cognitive resources
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I have thought, in the past, that the audience needed ALL the information I could give. Yet, now I can reframe that idea as it actually harms the audience. It's counter-intuitive. This reframe for me is priceless, because I want to be liked and considered the expert. Yet, when I give too much, knowing it does the OPPOSITE of what I want really helps me commit to slimming and trimming down to the core essence, to make it easy and, in fact, MORE IMPACTFUL to and REMEMBERED by my audience.
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Photos should be taken by the same photographer or look as if they are
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Difficult to strive for but so extremely critical for people to buy into my professionalism and expertise. And it's simply more visually easy to digest. If the audience is jarred, they're less likely to care about what I say. Even these overlooked, small considerations are actually cornerstone to overall impact, I'm learning. They're like the subconscious, responsible for 90-95% of what choices we make, and we don't even realize it! It's the stuff that speaks to our instinctual and intuitive nature, to out 'subtle' bodies.
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Illustrations should be done in the same style.
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streamline the text and incorporate simple visual element
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moves to the message about quality, and then focuses on one beautiful grape from the “yield”:
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I talk about this in my art classes, the principle of design called Movement. I relate it to how your eyes travel or follow a path from one point to another, like connecting the dots.
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use contrast to focus attention
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I love silhouettes. White over black or another dark color is my favorite with silhouettes.
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your eye wouldn’t know where to begin, and the quote would have lost its power:
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Yes, just because space is there doesn't mean we must fill it. Spaciousness allows the audience to feel spacious. Period. Breatheability.
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if we’d paired the text with a larger or more detailed image,
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allows viewers to quickly ascertain a slide’s most important elements:
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visual unity look as though the same person created them
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Unity also helps to bring cohesiveness to the look of a brand. It all lends to the audience feeling you're competent, an expert, clear, and easy to work with.
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make your message feel cohesive
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consistent type styles, color, image treatment, and element placement throughout the slide deck
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To remember that it's important for consistency THROUGHOUT THE SLIDE DECK, entirely. This is why Slide Sorter view is so good. Placement and composition is important here, too.
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there’s beauty and clarity in restraint
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you’ll free people up
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to really hea
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and adopt
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Ultimately, this is what we want. Simplicity, relevant support of images to illustrate the INTENTION, spaciousness to make people feel free, easy, and cementing the info for recall and memory permanence...
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shiny, seductive elements
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Overwhelm can be remedied by remembering - Just because we CAN doesn't mean we should...
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Pretend as though you are an audience member
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Like in teaching, it's advisable to become the student before you introduce a subject.
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golden rule of PowerPoint presentations — always do what is right for your audience.
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Very few audiences enjoy paragraph-length bullet points
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I need to remember the very basics - don't I want my audience to actually ENJOY my presentation?! Of course I do! But I forget to lead with this, and I can't afford not to lead with this. After all, they could be doing a million other things with their time but if they're with me, and I'm up front, I sure need to overdeliver with high value in a way that makes them feeling 1) they're better for having been with me, 2) that they grew or learned in a way that they can apply easily into their lives, and that it 3)was not only not a waste of time, but was an EXPERIENCE...and they'd even come again!
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try to highlight the main point of each bullet point
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Think of it as an approach to rehearsing your slides
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What key part of each bullet point
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Focus on the
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cover details verbally that are not reflected in your bullet points
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one relevant
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Replace bullet points with images
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trick becomes finding just the right image
ollie1: Iowa Online Teaching Standards - 3 views
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Tailors instruction to meet the different needs of students
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The majority of trainings I am involved in are ones that require participants to use some type of technology from low to high tech. Knowing where my participants are starting at is so important to my planning and being able to individualize techniques to meet them where they are comfortable. This is the only way I get buy in and eventual implementation. -
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I started using Google Forms a couple years. Since all my trainings revolve around technology I like to get a feel for whether the learner (typically adult) is a technology novice or an early adopter. Have had the full range.
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If I'm in a face-to-face training, I usually start with a five-finger assessment: rate your knowledge of this thing from zero to five, and hold up that many fingers. Just by looking around the room, you get a feel for their comfort level. A Google Form would be a very easy way to do the same thing.
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Understands and uses data from assessments to guide instruction
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I think this would be difficult in a course you set up prior to instruction..how to be flexible and responsive to learning..
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I'm thinking about that too, how would you set up a course that could be responsive to each learner? I was thinking part of the responsiveness might occur with pacing. That if you're skilled at one of the 'assignments' you wouldn't have to spend time on all the tutorials. What I don't understand is how an instructor would change an online course once it is created and students are enrolled...? -
We do an assessment at the beginning of our courses to see where teachers are with the content.
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Provides substantive, timely, and constructive feedback to students
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Challenging if you have a hundred participants. Also requires very clear targets so feedback can be about the LEARNING.
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You have made a good point Kim. I also think from a students perspective if you are taking the class for credit timely feedback is highly important to know if you are matching teacher expectations. I can see how for an instructor this would be very difficult with a hundred participants.
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Assists students with technology used in the course
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Sometimes it's hard for me to remember that I use technology all the time, and many people don't. I have to remember to provide scaffolding for people that are not only learning the content of my course, but are also learning the technology I'm using to deliver the content and assess their learning.
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This is so true. One of the big challenges I am facing this Fall is not only how to provide support to staff on the use of iPad apps, which does lend itself to some online PD, but how do I demo and assist attendees with the divice navigation piece? I don't seem to have the correct tools to do a live demo or recorded demo showing such things as pushing the home button twice, practicing gestures etc..
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This is one I was going to place an annotation on too. If a student gets stuck on the technology that I have embedded in Moodle then I need to be able to be an expert and walk them through it. There is nothing more frustrating than being a student, having questions on not the content but the tools in the course, and a teacher who is unable to assist and send you to someone else.
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You're absolutely right. It's very frustrating to have difficulty using tools that seem to make understanding the content difficult.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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Maintaining an online social presence can be very time consuming, depending on your other job responsibilities.
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I agree with both of you that it's important to keep it manageable. I think facilitating an online class could be a good lesson in time management. I like the idea of online office hours and the ability for your to reach you in multiple ways. I think you need to make a multi-faceted plan and stick to it as a personal commitment to yourself. -
I am currently teaching a fully online course for Morningside right now, and I am finding that I have to force myself to stop and not spend so much time online. Students think they need immediate feedback, and I typically feel as if I need to give that feedback. Noticing I have more to do with this class, work, and family, I just can't be online 2-3 hours every night addressing their questions. I'm learning to set boundaries and making students accountable for deadlines.
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Has experienced online learning from the perspective of a student
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I appreciate so much more the student perspective and it will make me more consious of trying to develop an understandable format to improve their opportunities to learn online. -
If we can empathize with a student, it make the relationship that much stronger... -
I am one that has never taked an online class before this. It is necessary to experience an online class to be able to construct a decent class for others to take online. I am learning so much by doing this.
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Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
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I agree with some of the other posts that it's important not to use technology for technology's sake. Just because you can, doesn't mean you should include it. Sometimes I am "wow"ed by a technology and find it tempting to use without thinking about whether it's the most appropriate in a particular case. That's one reason why I hope to gradually learn a wide variety of online tools so I can better determine which tool to use when - and if at all.
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uses techniques to engage students
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We have to remember that technology alone isn't enough to engage students. Just because it has a screen and buttons doesn't mean people will learn.
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Student engagement at a high level will be key in improved student achievement.
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Amen!!!! If students are not engaged in the methods being used to teach them or in the learning process in some way, teaching becomes a mute point!
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sessment instruments that are a
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uses techniques to engage students
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I think young learners especially will be extremely engaged in an online learning environment and easily able to manipulate the technology and get the most out of their learning.
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opportunities that enable student self-assessment and pre-assessment
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I have not mastered this at all, but I do keep trying! So many times I have found that staff participating in trainings I conduct, come with the feeling that they have no background knowledge in what I will be addressing. I view it as my responsibility to help them draw connections between what they are already doing or know how to do and what I will be presenting. Ideally I try to develop a pre assessment the uses their current knowledge and will help them make the connection to what the training will entail. When I succeed at this anxiety levels are lowered and the training goes smoothly and retention seems to be improved.
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
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I think it is very important to keep the technology structured. When you are teaching face-to-face there is usually an agenda, planned breaks, planned activities, etc. Careful considerations need to be taken when structuring an online course too. I am finding with this class a consistent set up helps me feel much more comfortable and I can focus on content and not get held up on the technology.
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Utilizes a course evaluation and student feedback data to improve the course
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This is going to be very important especially in just beginning to teach online classess. Feedback will help improve the course and improve the chances of participants recommending the course to others. Colleagues of mine put together a course, asked for feedback, and learned their quizzes weren't working on every section. Pretty important to know but nobody said anything until they were asked for feedback.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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Knows the content of the subject to be taught and understands how to teach the content to students
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We can't assume that all teachers have a deep understanding of the content to be taught
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Are you referring to the teachers taking the course or the teacher teaching the course? If a teacher has choosen to teach an online course, I would hope they have a deep understanding of the material/content being taught otherwise they shouldn't be teaching the class.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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I think this standard is particularly essential to teaching online successfully. We have to realize that online learners have different needs than students we are teaching face to face, and our instruction must change accordingly. -
I agree completely! After taking a couple of online courses and then teaching face to face courses, it is a completely different teaching and learning experience.
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Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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This is another critical standard. Online learners can feel very disconnected and disengaged from the course. They can feel like it is difficult to communicate with instructors or classmates. Instructors need to communicate effectively and frequently to keep our learners engaged.
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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First, if we have students go to a link or a tool that is no longer accessible for some reason, that could be a bit of a problem and would hold the class up. Also, staying up-to-date on new technologies and skills provides many more opportunities to incorporate tools into a course to make the delivery of the content of the course as accessible and appropriate as possible
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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I think this would be an area that would be easy to find yourself getting into trouble with. We need to give credit where credit is due, and gain permission from owners of sites, materials, etc. before using them. With so much information out there, we want to make sure we have quality information, without trampling on the rights of those who created the material.
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ifferent learning styles, different interests and backgrounds, and
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Learning styles is an interesting concept to be included in teaching standards. Recently I have been studying the research for another class. I have always trained PD considering learning styles and consider myself a "visual" learning, I also have taught Gardner's theory to teachers, however there is little empirical research to support this concept. In fact in our years of Every Child Reads work, they had this listed as a myth to reading strategies! If you want to consider this as a myth, here is a link you might be interested in; www.youtube.com/watch?v=sIv9rz2NTUk -
Link not working. Search Youtube for learning styles a myth and you will find it.
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Maybe rather than referring to the visual, auditory or kinesthetic needs of a learner, they are referring to whether a student learns better by reading material and "digesting" it on their own vs. collaborating with others over the material read; showing they have an understanding of the material by video taping a lesson in their classroom vs. writing a learning log of the lesson: lesson description, what went well, what they would change, what didn't work, etc. Just a thought!
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Demonstrates effective instructional strategies and techniques, appropriate for online education
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Our OLLIE courses will be important in helping me to be able to meet this standard. I need to explore the instructional strategies and techniques that are appropriate for online education and find the ones that will best meet the needs of students in my courses.
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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It is always important to align resources and learning materials with learning goals and choose the things that will enhance learning. I find that it is easy to get caught up in all the cool web 2.0 tools out there and I need to remind myself to focus on the things that will help students meet their learning goals.
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I believe it is so important for a teacher to constantly evaluate the data being collected in their "classroom" - whether it's an assignment or journaling, etc - to evaluate if the instructional strategies that they are using to teach the course are actually helping the students to learn or causing more confusion! It is only by analyzing the data collected from the students in various forms that a teacher can truly know if their methods are helping the students learn and if they are not, by changing those strategies or methods so that the information is more accessible/understandable to the student. Teaching is only truly effective if the students are also learning!
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Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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I wish ALL teachers would do this, including middle school and high school teachers!! I feel it is so important to make sure students know what they are going to be learning in a course and the expectations of how they will be learning the material presented. Otherwise, students are going in blind to the reality of what the course is all about and how they will be expected to learn the information.
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You are so right, Andrea. In my learning about formative assessment, I have learned that it is critical that students know what the expectations and the learning goals so that they will know if they are on the right track. It is very difficult for students to self-evaluate if they do not know what the learning goal is.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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A teacher is only teaching if the students are learning! I believe it is so important for a teacher to look at their class data (coursework) to determine if the students are learning or able to learn the material being presented. If all the students or a majority of them are failing, it's probably not the students fault as much as it is the teachers. Teachers need to be open to changing their instructional strategies based on the needs of the students, and if the students are not learning then it's time for a change!!
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• Aligns assessment with course objectives
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Through learning with formative assessent the assessment must be aligned with the course abjectives. It is entirely unfair to assess something that is not a part of the objectives, and students will be quick to point that out. The course objectives must be the guide for all that is done in the class.
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Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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The idea that one might start an online course AND learn the content at the same time seems like a recipe for disaster to me! While I consider mystelf a lifelong learner and there are new things to learn all the time, if I had to study conetent to stay one step ahead of my students in an online course AND develop the tools, it would be one daunting task!!
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management software
May one stream a Netflix Video for in-class use? | University of North Texas Libraries - 2 views
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There is some helpful info from Carrie Russell, ALA Copyright Office (American Library Association) and yes you can. Her points were shared at a workshop. This doesn't summarize that, but is another reference point http://www.slj.com/2012/09/authors-illustrators/interviews/interview-alas-carrie-russell-talks-about-copyright-in-the-classroom/#_ -
I really appreciate this information, which is a bit different than past information. It does not, however, deal with the online aspect of a private account, which I think goes beyond the pieces of this. In other words, it seems that you could show a clip in a blended classroom, but you could not rip the content and then load it to your class site. I think I am correct on that. -
This is interesting because I have not used Netflix in my classroom, but I would not have thought about asking if it was alright to use.
Articles: Preparation - 3 views
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This is my most common mistake. I know I tend to cram too much information. I am taking the same source document I used for the first presentation to try to re-do the presentation from scratch
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Simple does not mean stupid. Frankly, thinking that the notion of simplifying is stupid is just plain, well, “stupid.” Simple can be hard for the presenter, but it will be appreciated by the audience. Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out
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Simplifying my presentation will be the smartest but the most difficult thing I have done in a long time.
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- ...41 more annotations...
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I suggest you start your planning in “analog mode.” That is, rather than diving right into PowerPoint (or Keynote), the best presenters often scratch out their ideas and objectives with a pen and paper. Personally, I use a large whiteboard in my office to sketch out my ideas (when I was at Apple, I had one entire wall turned into a whiteboard!).
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When building the content of your presentation always put yourself in the shoes of the audience and ask “so what?” Really ask yourself the tough questions throughout the planning process.
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This idea of "so what?" was my a=ha moment. It will probably be the one question to help me determine what is really important.
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Ten slides.
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i know this is geared toward a venture capitalist but I think with some minor changes this would be great for a teacher. So much of what we do in education involves all 10 of these topics.
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Twenty minutes
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Thirty-point font
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10/20/30 was another a-ha moment for me. I had not heard the 10 slides rule before. I had heard that 20 minutes was the ideal time and 30 point font for projecting. I am looking forward to getting to see if I can make my presentation work
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I actually disagree with this part of Kawasaki's post, though the math works out if you have only 20 minutes (since the general rule of thumb is 1 slide = 2 minutes). I have seen presentations where people use slides that build off one another, which means you are able to click through a series of 10 slides within 30 seconds to illustrate a point. Obviously, these presentations won't follow the 10 slide rule, and they will work fine.
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Maybe that is a good rule to start with, but sometimes it will depend on the purpose of the slide. For instructional sake, you may have a series of pictures that tell a quick story or give visual examples. -
I am posting on Ollie Iowa, but do not know why Evan's name shows up but mine does not. Am I missing some step? Does it matter? I agree that I had heard about 10 slides before, but I had not heard of the 10-20-30 ratio. It gives me a starting point of reference.
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always volunteer to go first or last, by the way)
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Depending on the venue, you DO NOT want to go last. At conferences, for example, people will often leave before the final presentation. When we get stuck with the last presentation at a statewide conference for teachers, we are basically resigned to the fact that we will get 10% of the audience we would have gotten in the first two time slots. After lunch is also really bad. If the venue was for an interview, that might be a different story. My preference, though, would be to go second. The studies I've seen on this say that if a person "knocks it out of the park" early, it presents a hire-able option right away and they tune out to the rest of the interviews. They will give the first two people a chance just for the sake of comparison, but after that, it might not matter how good you are.
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My hsband speaks quite a bit on sunbstainablity and carbon trading. He always hated when he was scheduled to speak right after lunch. He said the audience was usually not as attentive.
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If you want your audience to remember your content, then find a way to make it relevant and memorable to them
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When you remove the unknown and reduce anxiety and nervousness, then confidence is something that will naturally take the place of your anxiety.
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I used to have my fifth graders perform Shakespeare memorized on stage. They were always nervous but I would tell them that it is just like we rehearsed over and over again. PREPARATION POWERS PERFORMANCE!
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Having one successful presentation does wonders for your confidence. You have memories of what you said and how you said it that connected with the audience, and you can always fall back on those if you feel an audience isn't warmed up to you yet.
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I always remind my students that there are two types of nerves: ones for when you're unprepared (the bad kind) and ones for when you're excited (the good kind). If presenters are prepared, then they can use confidence and excitement to connect with the audience.
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Remember, even if you’ve been asked to share information, rarely is the mere transfer of information a satisfactory objective from the point of view of the audience
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This is an interesting point to ponder. I'm finding myself thinking about what I enjoy in a presenter an then thinking about how I present to the students. Am I using the same strategies to get my point across to the students? Sadly, I don't think I am. -
This is a good maxim for all of teaching, not just for presentations. We are here to inspire, guide, coach, and provide feedback more than we are to transfer information, especially in an age where there is so much information and it is readily accessible.
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This point made me think about my presentation coming up. I was asked to present because of my knowledge base, but I need to go beyond that. What information does my audience need? What are they interested in? The answer to these questions will change and vary based on the audience knowledge level.
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I agree.I always presume that I would be wasting peoples time to do anything beyond "just the facts" But when I reflect on some of the more memorable presentations I have attended, I would say that the ones with a connecting theme and story are more engaging and I retan more of the informtion presented. This is an A-ha moment for me.
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I was also about to highlight this sentence and write the same things recorded here.
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Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
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Oh how I want to tell the students everything! I'm learning (through this and inquiry learning) that I should leave them curious for more.
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I definitely do not appreciate being dumbed down to during a presentation. Taking time to do some probing questions will help to know what level of understanding the audience is currently functioning.
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The brain cares about story.
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While I know this to be true in my own experience sitting through presentations, it also scares me. How am I to come up with a relevant story for every presentation I make? I don't have that many stories, and I'm really not the greatest storyteller. I get it, but this can be stressful in itself!
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When the presenter is a good storyteller, it's magnificent! I marvel at those people that can tell interesting stories. It's what I remember from presentations.
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I agree that the best presenters are the best storytellers. I've found that my students love stories about me when I was younger. I've started adding in some of my funny childhood pictures to add some personality and connection to the content!
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Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out. What is the essence of your message?
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Keep it simple! By really thinking about and getting right down to the essence of your message, it may save a presentation and not have as many people tune out what is being shared. These are the things that I take notes on at other presentations, why not just cut to the chase.
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Cliff Atkinson in his 2005 book, “Beyond Bullet Points,” smartly states that starting to create your presentation in PowerPoint before you have your key points and logical flow first worked out (on paper or a white board in my case) is like a movie director hiring actors and starting to film before there is a script in hand.
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I need to keep this in mind while creating PPts. In the past, I started at the computer, but I think it would be more effective to write out the flow.
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Humans have been sharing information aurally and visually far longer than we have been getting information by reading lists. A 2003
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“In a story, you not only weave a lot of information into the telling but you also arouse your listener’s emotion and energy,” he says.
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I like this idea and need to keep it in mind while putting together presentations. The information is included, but it is also hooked to an emotion that helps it stay with the audience.
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“But as a storyteller, you want to position the problems in the foreground and then show how you’ve overcome them,” says McKee. If you tell the story of how you struggled with antagonists, the audience is engaged with you and your material.
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This is essential, especially to educators. Many people are afraid to do something new because they may fail or have difficulties. If you share how this happened to you, it helps the audience think of you as a real person rather than someone who got it right the first time...which is not reality most of the time.
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Twenty minutes
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I usually teach 30 minute classes, so my goal for a longer PPt is usually 15-20 minutes. If I want to have more discussion, I usually aim for 10-15 minutes.
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For the 50 minute presentation, this is a bogus rule. People will not be happy with a 20 minute presentation with the rest of the time for discussion. I would find that very annoying.
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I have 40 minute classes... I don't think this is a good or workable rule. My kindergarten-5th grade students would NEVER have 20 minutes of meaningful discussion. I do often add extra gadgets to my presentations: games, videos, music, pictures to keep them focused and not just reading the text the whole time.
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Twenty minutes is probably about the right amount of time for a Junior High class. Go beyond that, and we start going beyond their attention span.
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he stories and the connections they made with the audience caused these relatively small points to be remembered because emotions such as surprise, sympathy, and empathy were all triggered.
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we learn best with a narrative structure.
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I keep wondering how to use stories in an educational presentation such as information about the solar system.
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in a previous course I read about the power of anaarative on retention of information. This was from the work by Eric Jensen.
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Yes, I think that maybe "Narrative" is a good term to think of. "Story" makes it difficult to put in terms of factual information that we deal with. Maybe it would be easier for me to approach this if I think of it in terms of providing a narrative for students with my content.
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We do not tell a story from memory alone; we do not need to memorize a story that has meaning to us. If it is real, then it is in us
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find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
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I was thinking the same thing! Ok, if my oldest kid could possibly be 14, then the font is 7 - nope! Right now in my elementary art room it could be much smaller. Funny
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I have kindergarteners- so I'm guessing 2.5 font isn't what the author means. This article seems more directed at professional presenters rather than elementary teachers.
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I would agree. if I were usng this with children I think I would be more likely to stick to larger end of the 30 point max. Yung children need larger font to focus and i would think find it on the slide.
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The majority of the presentations that I see have text in a ten point font
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I just went to the ISEA's training for Mandatory Reporter. It was a video of an RN taking nonstop for 3 hours and going back and forth to a Powerpoint. It was horrible - her slides were the crayon template - what does that have to do with child abuse - and she crammed lots of words on a slide. One slide that she kept going back to, you couldn't even read it was such tiny print. Death by Powerpoint!
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EXERCISE If your audience could remember only three things about your presentation,what would you want it to be? (1)__________ (2)__________ (3)__________
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This should always be the first step to a presentation. It will help the presenter organizer their ideas around the key points, rather than from beginning to end.
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This is an excellent idea on how to plan your presentation. A must remember for sure!
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Your audience needs to see where you are going.
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Visuals should be big, bold, clear, and easy to see. Allow graphic elements to fill the frame and bleed off the edges. Use visuals in an active way, not a decorative one. Aim to carefully trim back the details. Make your presentation—visuals and narration—participatory.
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Contrast is about differences, and we are hardwired to notice differences.
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In science I think this can be done by emphasizing differences between a correct and an incorrect model. I have found that students can learn what is correct often by understanding what is incorrect, as long as they understand why this is the case.
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I guarantee it will make your presentations better because it requires you to find the most salient points and to know how to explain them well.
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But usually students won't read assigned material and you need to present a summary--but this has to change!
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elevator test. This exercise forces you to “sell” your message in 30-45 seconds
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I do this (but I call it an Elevator Pitch) with my students when they are preparing the Proposal or Problem/Solution paper. They act like they are on "Shark Tank" and sell the idea to the class in a short speech. It is a great way for them to decide what are the most important support points and solidify the topic.
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storytelling is the key to leadership and communication in business:
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aim to unite an idea with an emotion
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I see some connections to advertising here. We are creating emotional, logical, and persuasive presentations to "sell" the information we are presenting.
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If clarity and economy of expression are the goals, it would be hard to find a more perfect medium.”
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ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
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PowerPoint
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PowerPoint
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Articles: Preparation-This is a perfect "motto" to go by when creating presentations that I will begin using. In other readings we've already had, it was mentioned about having ten powerful slides and getting across the main idea, instead of having a long drawn out, boring presentation that doesn't allow the audience to take much away from it in the end. Working with this in mind, that is where the practice of my presentation comes into the picture. If a presentation is practiced well enough, the large font and small amount of text won't matter since will be able to expand the information on the slides. - ...1 more comment...
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Articles: Preparation-Whatever you are presenting needs to have a story behind it-somehow-as well as making the story interesting. Most of the time presentations can be given by doing so with personal experiences. Personally, I love hearing about other's personal experiences when it comes to pertaining to my career and their lives, due to the fact that it helps me learn from them. I feel by incorporating into the presentation some personal experience, this allows the presenter to be more comfortable in front of the audience, know their material well, and the audience will remember the presentation. Many presenters do a great job of incorporating comedy into their presentations, which adds to the creativity and helping the audience relate and remember the content.
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Articles: Preparation-I love the exercise that forces you to "sell" your message in 30-45 seconds. This is a great exercise to test yourself to see if you know your presentation. Would the presenter be able to do this? Would I be able to do this? Do I know my information I need to present? What do I need to do to improve my presentation in order to be able to sell in it such a short amount of time? This exercise would be a great way for my students to run through their presentation with another student as a practice for the actual presentation.
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Articles: Presentation-There are quite a few that mention font size. I feel this is a problem for many either questioning what size to have, if the size they are using is too large or too small, as well as what actual font to use. I find humor in the comment using the oldest person in the audience and divide by two with that being the font size. Using the 10/20/30 is the way to go to have an effective presentation. This is what I will be using and what part of my expectations will be for my students for any of their presentations to be more effective.
Adaptive Learning System Articles - 1 views
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adaptive learning products in their current state is as tutors
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Interesting comparison that adaptive learning products are like tutors. Comprehensive programming guides the student depending on correct/incorrect answers to questions on specific topics. Teachers might not catch that a student would benefit from reteach or additional practice as quickly as a comprehensive program. Thus freeing the teacher to monitor, facilitate, and assist students as needed while the program leads students through the lesson based on their understanding of the concept.
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adaptive learning systems are not magic.
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Important statement to remember adaptive learning systems are not end all - beat all. They won't solve every problem but choosing best fit for school's needs can improve teaching efficiency and increase learning if implemented with integrity.
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risk damaging the credibility of faculty while denying students support that could improve their chances of success
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Ahhh.. if we could get over ourselves and do what is best for students. Each student should receive what is needed to help them succeed. Personal health issues for me have cemented this more than ever. I can't study, read, or complete work like I did before. I choose to keep trying but without changing lighting on my screen or turning blue light off I wouldn't be able to read this article. How much do our students struggle that have not been identified and receive adaptive technology?
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on-demand data aggregating that information.
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Isn't this what we have been talking about for at least a decade? Let's get that data in the most efficient way so we can help students… work smarter not harder (that's said for students and staff).
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I once did a demo of GoFormative's ability to gauge students' progress toward or beyond mastery of learning targets, and a teacher in the room nearly hugged me in response to the potential of recouping some time going forward.
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Students can also get a clearer idea of when they’re ready to move on.
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This is important to students but also to parents/guardians. I had parents in my office yesterday with real, valid concerns about their child's grades. Real-time response keeps everyone involved apprised of the learning or lack of it.
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only communication they may have with students is via email and Skype
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I have benefited from synchronized meetings in classes during this program. I can only imagine how much more students and teacher benefits from adaptive learning especially online.
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they’ll be able to focus on the right work.
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This comment strongly resinates with me. I cringe thinking of years I probably didn't have students working on right work because I didn't know better. Students that showed mastery early that should have been challenged with deeper level learning or some real-world application of the skill. Big sigh… at least we know better now.
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I noticed this when I made the transition from my personal lessons to EverFi. They focused on what the students' needs were.
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you should plan today for success with tomorrow’s technology.
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That sure hits it on the nail head. Tech is changing and advancing every minute of every day. We still work on computers considered dinosaurs, desktops that do not allow for being portable learners or flexible learning groups. Funding is a major issue and willingness to plan for future tech could be difficult for change makers. At least there are trailblazers out there leading the way.
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Adding the tech makes it possible to personalize at scale
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That is a great statement. I hadn't thought of it that way. Of course we, as teachers are/should be providing ways for individual students to succeed. But adding tech and the ability to efficiently personalize needs (time, data-driven) in large numbers shows greater impact.
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"We should build the technology around the teachers to empower them and put them at the center of the story.
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I personally have worked hard for my degrees. I think Ben-Naim has a valid point in keeping the teacher center to learning. Maybe the teacher needs to be intuitive enough to recognize when to be center, when to pull back, and when to facilitate.
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I think for more teachers to be on board with PLE we need to emphasize that the teacher is still key to the learning. Tech can be a great assistant in helping to suppliment what needs to be learned or give opportunities for enrichment.
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The root of the problem is not the adaptive technology itself so much as the belief that a “good” education is entirely quantifiable and therefore manageable by computer.
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As with other issues in our culture, there is a tendency to take things to the extremes when what is truly needed is a balance somewhere towards the middle. The best education is leveraged with technology and teachers working in concert. -
Agreed. Not to mention that if as educators we put all our stock into an adaptive program and thus ourselves in auto pilot, we've teched ourselves right out of relevance. Teacher knowledge of students and the ability to craft an educational experience that could and should include but not be limited to adaptive technology is the key.
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Adaptive learning technology helps online students make sure they use their learning time as efficiently and productively as possible.
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I think this comment speaks to one of the biggest benefits of adaptive learning which is maximizing learner's and teacher's time. Adaptive learning helps both parties zone in on what gaps need to be filled and what concepts expanded for example.
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I agree with both of you. Adaptive learning zeros in on what the student knows and doesn't know about a concept. The data helps the teacher focus instruction on what the student needs.
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To be clear, when we say “adaptive learning” we are referring to it as both a concept and a tool.
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This is a good way to describe adaptive learning. The concepts have been the subject of much discussion/research for years but as we know technology improves at a much faster rate. Our technical capabilities are expanding faster than we can apply concepts effectively one could argue. The proliferation of options, platforms, systems has given rise to a robust industry/economy related to adaptive learning.
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"Our partners are the experts in their target market," noted David Kuntz, vice president of research and adaptive learning at Knewton. "They create the application and pass us the data. We process that data and make a set of actionable inferences about the students, and then pass those back to the application, and the partner decides how and when to render those for the student."
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I find this business model very interesting. Experts focused on a specific aspect of a project all contributing to supporting the success of learners. I marvel at the programmer's ability to write algorithms to make decisions and create learning pathways adapted to the learner's needs.
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The better approach, from both educational and labor perspectives, is to examine each tool on a case-by-case basis with an open mind, insist on demystifying explanations of how it works, embrace the tools that make educational sense, and think hard about how having them could empower you to be a better teacher and provide your students with richer educational experiences.
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Definitely. It doesn't have to be an us vs them mentality. Allowing technology to automate some of the work that bogs us down on the daily allows us to use our face to face time with students in the best way possible.
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especially at times when a professor isn’t available to give help.
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I love that our students/teachers with obligations after school can use adaptive tech to continue a shared mission despite schedules.
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who is doing well, who is struggling on which concepts, and what areas are most difficult for the class as a whole.
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For this reason, I like that lessons can be adaptive. Think about the kid who has mastered the lesson who should be able to move on but can't because the teacher has to help those who don't understand. The kid that "has it" will become bored. This is a great way to challenge kids as well has help give help to those who need it.
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tive tech can help them get past those hurdles with a little extra help, or can alert the teacher in time to step in, so those students are more likely to receive their diplomas.
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What adaptive technolies are offered at the college level? Are they free to students or do they pay? I can see this as being beneficial for those students who work jobs, go to school and even have a family to take care of.
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Teachers won’t have to work individually with students for hours to assess which skills each student needs help with,
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This is definitely a pro argument for adaptive learning because teachers can view student reports to learn what concepts in whichj students are struggling. Then they can target their small group instruction to those students and concepts.
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The data produced by adaptive learning tech allows faculty to steer those conversations in the directions most important to helping the student succeed.
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In online learning, this can be a real time benefit to both the teacher and the student. Questions and conversations can be focused on what is most important.
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Personalization in teaching and learning happens best when content delivery, assessment, and mastery are “adapted” to meet students’ unique needs and abilities.
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This statement does a good job of connecting personalized and adaptive learning. Content delivery, assessment, and mastery can be adapted and personalized to meet the needs of the student.
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Imagine if every student in your class could have a private tutor, available to them at any time for as long as they need.
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Yes, adaptive learning products will act as private tutors for some of the students, but I don't think it will the same for all students. Some students would need that personal touch from a real person to get motivated. I think it would be more inportant for younger students to have interaction with a real person.
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Do you trust the tutor to teach the right
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You would have to spend a while testing out the products to see, which one would work the best for your students and your class. Especially when some of them are so costly. Who would you have test out the products? I would think it would be teachers who have taught the material before.
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Adaptive technology can follow a student’s progress as they work and recognize which concepts they’ve mastered and in which areas they need further instruction.
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The quick feedback would help the student to understand what they know and what they do not know. Teachers cannot provide feedback as fast and then change the instruction as the adaptive technologies. With larger class sizes it would be nearly impossible to provide quick feedback without the help of Tech.
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Institutions around the world are engaged in serious explorations of the potential of an approach to instruction and remediation that uses technology
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I would think all kinds of companies would be interested in adaptive technologies to help educate their employees. If you added in some VR the adaptive learning tech could add in some real world learning like simulators.
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Help teachers adapt lessons.
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I found this to be true with EverFi / Ignition. It serves as a supplement to my lessons.
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next generation solution many institutions would benefit greatly from adopting
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It may be difficult for my generation to comprehend this. It's our students who will be the ones with the next uniquely better innovation.
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adaptive learning is that it frees up faculty members to spend more time with students, to work with them in small groups and individually
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I can relate with this. Students who aren't afraid to fail will get the furthest with the least amount of teacher help. They work very well independently. Others who may have the "fear of failing" may need more teacher assistance. Adaptive learning frees me up to help those in need.
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Implementation in a Secondary Classroom (Articles) - 0 views
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It is a messier way to teach, though it takes more organization on the teacher’s part, not less. You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom.
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I agree with this 100%! It takes a lot of time on the front end to set something like this up, and then the teacher has to be ok with some chaos in their classroom as students go in every which direction. -
That's one of the basic infrastructural needs that seems to get overlooked: actual space to do this. Our classrooms barely have enough room for tables and chairs, let alone stations for multiple learning environments.
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One of the things I had to learn recently was to let go and allow the kids to experience the consequences of their choices. And maybe there’s a failure. Maybe a kid was trying to do a vodcast and he couldn’t get the video to work correctly on the computer. That’s a learning opportunity for that child. Because it was his choice, he’s going to try to figure out a way to make it work—sometimes with the help of a fellow student.
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This control is hard to give up! When I know we can learn something in less time and in a more "clean" fashion, it's hard to let students get messy, but sometimes it's worth it!
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I agree that it can be difficult to release complete control and avoid jumping in and pointing out an 'easier' way. It is worth it though to see students take so much ownership and pride in their learning!
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Now she says, “One of you needs to move. You decide.” It is less stressful to her and focuses the students on what they need to do to regain control.
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I also use this strategy. It makes it less personal and the students decide between themselves who is going to move, rather than it seeming like I singled one of them out.
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It makes them feel that they are part of the process, not powerless
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This is such a huge component! Part of our purpose as educators is to empower students, so this a great way to do that!
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I completely agree! The ideas and themes of this article also help to illustrate the point that giving students ownership can happen in small steps and strategies, which makes it seem much more attainable and less intimidating for teachers.
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motivation is integrally connected to achievement
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Grit!! We learned the importance of motivation in learning achievement in another class. I have also discussed with 5th and 6th graders the importance of grit, ultimately they have to take charge of their learning. Here is a link to a Ted Talk https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance
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Ongoing assessment of performance at every level of the system is needed to successfully personalize teaching
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unique needs and preferences
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I keep seeing "individual needs" and its variants, but no one seems to be able to define it or give specific examples. Is it just "deficiencies in basic educational content and/or skills"? And preferences ... are we still talking supplemental or the entirety of a class/curriculum? I am probably wrong, but I keep getting the impression Personalized Learning keeps getting put up on this pedestal because of its potential when done well, but not too many proponents seem willing to comment on the pitfalls beyond "well, you need everyone on board" and "it will take time to get used to it" and other ancillary notions.
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Although it is not the focus of a student-centered classroom
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It isn't? Everything we've been looking at indicates computers and tablets and the like are essential to do this (except for the million-dollar grade school classrooms that have a dozen "dive into whatever you want to do" stations). I would love to hear more about how technology is not the focus of enabling student-centered learning.
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because it’s an important skill
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But is it, though? How much longer before college application essays go by the wayside? The author seems to be saying this with all the enthusiasm of a weary teacher saying "we should still teach how to balance check books." Don't get me wrong, I'm a huge fan of essays and articles and papers and theses, but I've also sat through Teacher Workshops in which experts told us only English classes should be doing papers, since students should basically learn the skill and do more enjoyable things in other classes. Sort of like this article here. But, if it's a "skill" only for one class, and a class fewer and fewer are taking in college or 'needing" after school years, why are we saying it is still important?
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videos are better than face-to-face lectures because they can skip forward
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I don't want to have a Jim from The Office eye-brow raising moment here, but it's difficult not to. This sounds all great, especially the "rewind" until mastery notion, but are students so capable of handling video lectures they will truly utilize them correctly? I still fear the temptation to treat computer-driven learning as less real than in-person/in-community learning. And I don't say that to be the Keeper of the Lecture Stronghold. Everything on the computer/Internet is designed to be fast, flashy, shallow ... why would they consider school stuff less so? Sure, the "good students" will, but they would regardless of the medium, wouldn't they? If this continues, is there a need for us to even be teachers? Why not just put all our courses on pre-packaged flashdrives and download sites and implement a pay-by-the-class access fee? Have we taken the notion of "teaching ourselves out of a job" in the wrong direction?
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continuously
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to a story
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research process
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So is this an "English" class? It's all been so vague, it's been hard to tell except for a few notions about reading a story above. The generalities have been wholly unhelpful. Where are the specifics? Instead of saying "I use videos to create meaningful experiences and Web sites to beget actionable feedback opportunities," I would have rather read about actual tools and programs and in-class activities. Does anyone outside of the English/Research world find this practical?
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discover authentic ways
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This is exactly what I'm talking about above. What does this even mean?
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The students won’t get a real grant, but they will receive public recognition for the winning project.
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How is this better? I'm not saying I'm opposed to effecting "real change," but as with so much of this article, the heart of the issue is either implied or missing. How has the change of format demonstrated an improvement in the general abilities of students to demonstrate research/writing skills?
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I mean it is easy for me to learn because I can pick assignments that let me do my best work.” I strive to make my classes that kind of “easy” for every student I teach. Across the board, my students acknowledge that they feel better prepared for college or jobs because of our use of collaborative technology. I feel that I am on this blended learning journey with them, and I truly believe it has made us all more engaged in our work and more focused learners.
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And again, this is just ambiguous enough to sound good, but what does it mean? Busy work is still busy work regardless if students are "engaged" or bored. By "assignments that let me do my best work" are we talking "I can do things I'm already good at"? I fear that is an area of Personalized Learning many students will exploit (for lack of a better term). If they are given the opportunity to do things they already like or are good at, why would they ever challenge themselves to do anything else, learn anything else, risk anything else? Are we prepared for Speech Classes in which students do Screencasts or Prezzis all semester long and never stand up in front of an audience and look people in the eyes? Is that the "genuine learning" PL and technology are giving the next generation of politicians, lawyers, doctors, teachers, diplomats, and the rest? (This is where you tell me how far afield I am. I would genuinely be glad for some alleviation.)
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When they are given the option to decide what they’re going to do, whatever the product is, it’s theirs—giving them ownership and responsibility for their own learning.”
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I think as teachers, we all want our students to take ownership and responsibility for their own learning, but I question if simply giving them a choice is enough to accomplish this. I've often given students a choice in my math class, such choose five problems or you pick the odds or evens. -
That's a good point - if it isn't a meaningful choice, it's not really any choice at all.
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I worked with Modern Teacher to understand the shifts in pedagogy necessary to transition to blended learning. And I compared my lesson structure to those I saw on a trip to the iZone (Innovation Zone) in New York City.
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I'm going to have to check out theses two resources for myself and see if they can help me.
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While choice can be a powerful motivator, on some occasions it can also have an adverse effect. In other words, not all choices have a positive effect on motivation and achievement.
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This is exactly what I was referring to in my post on the first article. Is simply providing choice enough to motivate? Now I know it's not always enough and hopefully will get some sense of what else I can do!
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people who believe they will succeed during challenging activities tend to be more motivated. However, if tasks are perceived to be too difficult, motivation is likely to suffer.
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This is often the most challenging aspect of motivation. As many of us know, math is often the class perceived to be the most difficult. I know even for myself, math was challenging when I was in school. Students who have failed over and over again, often move into the arena of learned hopelessness and figure it is better to not even try, then to fail again.
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“You have to have a principal who understands that when he walks into a room and it’s not silent, it’s okay. And luckily we have that—a principal that supports innovative learning.”
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Allowing quiet time for students to reflect is important, but I have found that classroom noise (more often than not) is a product of student discussion and processing information together. Silent learning environments aren't a reality nor should they be.
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When done right, it meets several of the ISTE Standards for Students and Teachers while leading to a more rigorous, challenging, engaging and thought-provoking curriculum.
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This statement helps to clarify that personalized learning is so much more than just giving students access to technology. When done purposefully by well-informed teachers, personalized learning can help maintain high expectations for students.
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ol101-f2019: Iowa Online Course Standards - 5 views
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The course instruction includes activities that engage students in active learning
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I'm still trying to find the right ways to engage students in active learning and to incorporate active learning among groups of students. I want my students to be actively learning together and not in isolation.
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The course structure has flexibility to accommodate multiple timelines
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Isn't this where different types of online education would come into play? Different course structures could allow for multiple timelines, but having no dedicated timeline for forum postings where participants are expected to interaction with one another just leads to frustration for all involved. Sometimes too much flexibility undermines rigor.
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sufficient rigor, depth, and breadth
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I think this is a part that lots of people doubt--that online learning can have as much rigor. But in our school, we've seen teachers incorporating more rigor with online work than maybe they had before because thinking about online learning sort of shakes up the way teachers do things and they have to think about how google will play into the learning.
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access resources at a distance are sufficient and easy to understand.
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This is also a key to success. There's a lot of tutorial work that has to be built into online learning--whether it's blended in the classroom or fully online. We can't just assume that kids know how to do or use things. I've used Diigo several times before and I still had to use those tutorial videos today to troubleshoot why mine wasn't working like I thought it should.
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Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation
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Rubrics, models, and clear success criteria take on a whole new meaning in online courses where teachers don't see the students working and students can't see what other students are doing. Clarity becomes really important.
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I agree. I believe that providing these to students at the beginning of the course demonstrates a transparency so that the student knows exactly what is expected and how to achieve the learning and grade they aim to achieve.
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The course is easy and logical to navigate, including self-describing links
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This is important to ensure that students are not frustrated- frustration with navigating the tool can take away from the intended content. Been there, done that.
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An instructor's communication plan is provided, including the instructor's availability, instructor response-time policy, and the methods for students to communicate with the instructor (iN 1.8)
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Setting "office hours" would be a good idea. Otherwise I would feel like I always have to be on. Also, it helps prevent students from feeling ignored if they know up front when you will respond.
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ach unit includes an overview that describes the objectives of the lesson, as well as introduce the upcoming content, activities, assignments, and assessments of the unit. (iN 2.2, ROI 5.d)
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At first I didn't think one was as important. After having students enter my moodle course in a blended environment, I realized it was needed to help guide them on their learning paths and have now added them.
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Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
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Whether it is face to face or on line, differentiation for student's learning styles needs to happen. Students respond to different modalities. -
Agreed! I would also add that the differentiation needs to happen based on individual student needs, whether that be added support or extension.
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• Technologies are chosen that are accessible to students
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This is a given to me. All students should have the same access or the playing field has not been leveled.
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21st century skills, including information literacy and communication skills, are incorporated and taught as an integral part of the curriculum.
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I like how teaching 21st century skills are an expectation to be taught as part of the curriculum. The excuse of "we don't have time to teach this" will be out the window when it is an expectation.
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. Learner Engagement
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I like that this emphasizes three components of interaction. Online course could be thought of as a "student interaction with the content" type of learning environment but adding peer collaboration and teacher collaboration brings the human and social aspect into the course.
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Technology in Education 2019: 5 Trends to Watch | Top Hat - 1 views
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With this in mind, our technology in education 2019 predictions are less about exactly what emerging technologies will be—most of them exist already—but how they will be applied.
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This seems on point as we reach a point where are our tools are far more than we can possibly use, but we are getting much better at being strategic selectors of tech tools.
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meant to replace 4G/LTE, and it has two aims relevant to technology in education: it will be more robust for connecting large numbers of devices, and work equally well inside and outside of buildings.
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Yes! We have one building in our district that basically has no mobile service. But even in other buildings, speed can be a big problem.
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fewer spinning beach balls waiting for your learning management system to update.
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This is huge--no one wants to wait with a classroom of students while the spinning rainbow circles.
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For instance, instead of holding regular in-person office hours, an educator could make him- or herself available on instant messaging apps such as WhatsApp or Signal.
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Changes are already happening at simple levels. In November 2018, a Brooklyn-based man filed a lawsuit under the Americans With Disabilities Act against 50 colleges saying that their sites were not accessible to prospective students who need screen readers to navigate the web.
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Yes, we're seeing this become a bigger issue in our district, but it was something that many didn't educators didn't know much about until recently.
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It’s likely that in 2019, employers and higher education institutions alike will be increasingly asked to offer equity between in-person and online-only courses, and adapt any online courses to be pedagogically equivalent.
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I would hope this is already starting to happen. This has been the biggest push in our district for our own online program rather than the purchased option we were using.
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“We are a research institution, we are conducting world-class research daily and we don’t know what we don’t know in terms of who’s been impacted. The last thing we want to do is lose someone’s life’s work,”
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Yikes. Yes, digital security continues to be a topic we keep learning more about (or new crimes continue to be created). Keeping students safe while keeping learning opportunities accessible will be key.
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Implementation in a Secondary Classroom (Articles) - 0 views
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in each of the four major academic subjects, students are offered choice as a means to motivate them and to enable them to take charge, even in small ways, of their own education
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This is the ideal, but the logistics are insane. At a former district, the English department tried our own - very pared down - version of this. I like to believe it was a success. We scrapped all the old courses and created entirely new courses based on themes we thought would appeal to teenagers, divided them into 2 framework categories, divided all the 11-12 grade band standards between the courses, and let students choose. They had to take at least one course from each framework before the graduated, so we still covered all the standards. The curriculum and pacing were traditional, but we required at least one literature circle or free choice book per course. At least, in some small ways, students had ownership of their learning.
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let go and allow the kids to experience the consequences of their choices. And maybe there’s a failure. Maybe a kid was trying to do a vodcast and he couldn’t get the video to work correctly on the computer. That’s a learning opportunity for that child. Because it was his choice, he’s going to try to figure out a way to make it work—sometimes with the help of a fellow student.”
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This 1000%! As a society, we are trained to fear failure, yet we learn most when we fail. Sometimes the difference between future success and failure is learning to cope with past failures in a healthy manner. We're going to keep failing in large and small ways our entire lives. The sooner we learn to cope with and learn from our failures in a healthy way, the better off we are as individuals and a society. The hardest part of this is justifying the "failure" to parents or administrators looking at numbers. As a parent and a teacher, I know how hard it is to tell a parent that their child has failed a course. As a parent, when my own children's teachers have communicated a failure on my children's part, it feels like I'M the one who failed. The same as a teacher, when a student fails my class, I feel like I failed them. Maybe we can relearn about failure and incorporate it into a healthier society for everyone.
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How do we respond to the students who do not handle failure well? I have students who would see failing as a reason to shut down and not move forward. As many times as I have tried to have that conversation with students that failure can be a learning opportunity, a lot of them still can't see past that moment of "failure." I think that the older students become, the less likely they are willing to take risks that may involve possibilities of failure. And for many of them, they are a lot less likely to let their peers know it.
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I’m putting together a wiki where my students will have to respond a certain number of times a week to whatever they’ve read. I am going to give them a series of questions like I always do, but they don’t have to respond to those directly. The response will be very open. They can choose instead to respond to someone else’s views. Everybody will read each other’s responses. They’ll have to post a couple of responses—and post a couple of responses to responses— as part of the class.
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This seems like a great way to hear the voices that don't normally get heard. It also really connects with and promotes civil online discussion and discourse. THAT is something we desperately need!
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Another key piece in preparing personalized curriculum units and projects includes mandates, such as performance standards, standardized texts, and academy themes. If mandates are seen as “something we have to teach,” they become a discouraging burden on teachers. If they are seen as ways to inspire, inform, and lend coherence to planning, they can be seen as useful. Both vertical departmental discussions and horizontal grade-team discussions are useful in mapping and creatively incorporating mandates into curriculum designs.
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A phrase I hear a LOT is "If we aren't teaching what we're supposed to, then just tell us. Don't make us tie everything to standards I didn't write." Unfortunately it seems, that even as educators, we can't move out of the dislike of requirements. :-P. If WE as educated learners don't like mandates and requirements, why in the heck would we think students would? It always boggles my mind when teachers act like the very students they complain about the most.
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At the end of the project they can choose how they will present their findings
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I think it is great the students will have a choice on how they want to present their project at the end. I do get feedback from students on what they prefer for projects and presenting them. They are different.
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with one student working one way, another a different way—you get the picture.
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This is something I need to learn to get use to, a "disorganized" classroom. I do think it has to do with working in special ed so long. I have a hard time letting kids go as not all of them can handle it. I may need to try letting go a little, but with daily goal for tasks.
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I would gather up the two paragraphs each student wrote and take them home to read, grade, and turn back in, with nobody else getting the chance to read them.
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I am learning a lot of different ways for presentation through the Ollie courses. I like that it doesn't have to be just a written response as this had been a barrier for some students in the past.
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I think that this tool we are using here could also be useful. If you have students post their work to a site like this, and then use this tool, I wonder it you could get students collaborating across different teams or even grade levels I recently used it with the other 8th grade team so they could see how students on the other team were learning the same content. It was really cool for them to make connections to each other's work and I think it helped increase the "realness" because they were explaining their thinking to their peers.
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they loved doing it because it was a break from math!
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Math can be fun. The math teacher I work with tries to get the kids moving and doing activities other than pencil to paper. Kids benefit from seeing what math can look like in the real world, like creating a graph.
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It is a messier way to teach, though it takes more organization on the teacher’s part, not less. You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom.
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I think that this is something that both teachers and students likely struggle with at first. Because it looks so different, teachers really have to be prepared to help 28 different students on any one thing. At the same time, students have to be comfortable with knowing that there isn't that one way of doing things to get it right. I've spoken with some of my students and I ask them what they would be interested in studying if they had some more choice and a lot of them give me the traditional "idk" answer. They want choices, but then when asked what they might choose, they realize that the decision isn't as simple.
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I won’t lie. The journey from old school to new learning paradigm was bumpy at first. I tried blended lessons that took less time than planned, had technology failures, chose the wrong method of delivery for various types of content or skills, and generally made every mistake you can imagine.
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I've definitely had some struggles along the way with trying to set up a more blended classroom. Even small things that I thought were set up correctly in Moodle and then when students go to access them, I find out I forgot to do something. However, the small successes when things go well do make the effort to shift thigns worth it. I do try to listen to the students who provide input beyond the usual complaints because they know what works best from their perspective.
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I hear you. I hope 9th graders are little more forgiving when things don't quiet right. Most of my bumps in the road have been setting up different types of forums. I agree the some students have provided good and useful feedback that I've used to make my Moodle site better. I can also relate the authors comment about the wrong delivery methods. I have already gone back and changed some lessons and activity types. Hopefully next year will go smoother.
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There is definitely a learning curve as you begin to blend or flip your classroom. It's great that you are using student feedback to make decisions as you continue to change your classroom.
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Now they have access to the full unit from the beginning, so they can gauge their own pacing and get practice in time management. Completion rules also give me the freedom to have small-group or individual conferences to assess learning and make choices about future instruction.
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This sounds like such a freeing way to operate a classroom. I would love to have students move through things at their own pace so that I have the opportunity to meet with small groups or individual students based on their needs. It makes me uncomfortable though, because I cannot imagine being able to have a full unit ready ahead of time that students can go ahead and dive into. I'm guessing this teacher had a curriculum that was well developed because sometimes I am planning things as I go. I also how this works from a perspective of science teaching? How does a teacher manage multiple labs within one day or anticipate when labs would be needed at times? Perhaps there is more structure that would be needed for those days and deadlines to where all students need to be at a certain point so that the whole group can do a lab and then they go back to moving at their own pace?
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Since the project focuses on student learning that is engaging and relevant, we asked the teachers to tell us about ways they are using choice to involve students in content learning.
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This is such an important part in the path toward helping students take charge in their own education. Getting student voice is key. I think that too often we forget this aspect and for the most part our educational system hasn't changes a whole lot. Most of our classrooms still look like they did 100 years ago and yet the "real world" had moved beyond that. What future will our students have if they can't or won't take a hold of their own education and become invested?
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So far the teachers have talked about choice in terms of curriculum, but choice can also, surprisingly, come into play in relation to discipline. In her first years of teaching, Julie, like just about every other teacher, would confront students sitting near each other who either were having too good a time socializing or were fighting. In either case, she would separate them by sending one to another part of the classroom. Not anymore. Now she says, “One of you needs to move. You decide.” It is less stressful to her and focuses the students on what they need to do to regain control. And if students require more serious discipline, Julie again usually offers them choices: “They could be two ‘bad’ choices; for example, one of them might be to go to the principal’s office and the other to stay in a specific teacher’s room. But if they have a choice, they’ll pick one; they take ownership.”
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I just plain like this part. Making the students choose. I use this a lot and for the most part is works. Sure, sometimes the student makes the wrong choice or the choice I wish they wouldn't, but it's their choice. They are the ones who have to deal with the consequences good or bad. It is also nice at the teacher when students want to complain about the situation. You simply say, well that was you're choice, and again you put the ownership back on them.
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Instead of just giving a final exam at the end of each unit, I try to use formative assessment to enable me to give my students guidance and assistance when they need it. I use a variety of methods for this. For instance, my video lectures often include interactive questions to assess their understanding of the material. And our classroom is often noisy and active as we play a round of Kahoot, which gives me ins
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The assess as you go is something I've been trying to do more of this year. I haven't waited until the end to do one big assessment, but rather, I've done several smaller ones. For the most part, student don't always realize they are being assessed as the smaller pieces seem to fit seamlessly with our current activities. I think it is easier for me as a instructor to make needed changes on our learning course before it's too late. What I need work on next would be getting meaningful feedback to students. Getting better, but it's not where I want it yet.
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Low motivation does not need to be a recurring problem in the classroom. Although teachers can draw from myriad strategies to cultivate higher levels of motivation, well crafted choices have the potential to have a powerful impact on students’ attitudes toward classroom work. When promoting student decision making, it is important to remember that some of the most motivating choices are those that promote feelings of control, competence, and purpose. Certainly, giving choice to students often mea
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I would say that this year, I am hurting big time in the area. My group last year loved it and they really excelled. They got to the point that they wanted to explore on their own. My group this year just doesn't want to take charge of their learning and seeks the easiest way out of work. They say things like, "...just tell us the answer or can we just read an article or something". I'll keep pushing them because I know it's worth it, but man it's a struggle.
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All of this guidance helped me find more effective ways to lead my students while empowering them to take responsibility for their own learning.
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The goal of blended learning: giving students the tools and encouraging them to become self-motivated learners!
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they can access and even return to my videos and screencasts when they need them most, as they are working on an assignment or reviewing for a test.
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This is a great resource for students to have at their convenience. All of the instruction can be viewed at any time.
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I feel that I am on this blended learning journey with them, and I truly believe it has made us all more engaged in our work and more focused learners.
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Teachers have an opportunity to model being a life long learner by looking for ways to adjust their classrooms to create a more engaging environment for students. It's great to model this for students.
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iowaonlinelearning - Teaching Standards - 94 views
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Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
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I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student. -
This is so important---as a special educator I also feel it is important to also consider the impacts of a child's disability in light of their online experiences as well. -
I agree that being an online student will help me create a better online course. I think that is true with most anything we ask students to do. I try to complete my own work (usually essays) for some of my assignments that I give and by doing so, I can revise the assignment much more meaningfully. -
I completed my master's program entirely online 2 years ago and certainly "lived" in online learning. I believe that online learning has evolved significantly since then with many more tools available to make online learning more effective. There was some differences between how the various instructors delivered their coursework online. Being an online student certainly gives one an idea of what does and does not work and what one likes/dislikes. However I think we need to keep in mind the generational differences in learning; what I may not like about online learning as an older learner may be a very valuable online learning tool for a young student that has grown up with technology as being a natural part of their learning. -
Not only is it important for an online teacher to experience online learning from the perspective of a student, but I think it is important for them to return to the role of a student from time to time. Each time I take an online course, I am reminded of the feeling of being overwhelmed by a long list of lessons/assignments and very little time to actually complete everything. It a great reminder for me as a teacher to be careful not to overload my students. Adding enrichment items might be a great way to achieve balance.
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Think about a traditional face to face enviroment that we all have experienced as children or as adults, with these experiences we have gained learning. As teachers we now know how we will or will not proceed because of our experiences. Online learning should be no different. You need to walk in others shoes to experience their success and/or difficulties -
The perspective we get from our experiences colors the way we look at everything. Kind of like "your perception is your reality" Meeting the different needs of students (such as learning styles) seems unlikely with on-line learning. -
My struggles in catching up and staying on track with this online class will definately have an impact on how I set up my own classes. -
I feel taking an online course is the very beginning of an online instructor's process for becoming effective. Being on the learning end helps an instructor know where to enhance assignment directions, proper amount of assignments for an online course, and types of assignments that are better understood from a distance learning perspective. -
I have experienced online learning and in most cases the experience was good. From the student side, it seemed pretty easy. From the teachers side it is quite complicated to create an easy to follow and interact with a good class. -
I believe looking at things from a learner's perspective is also very important. I have sat through too many inservices and other learning opportunities thinking "there is no way I could ever teach like this and expect kids to learn" and other similar things. Observing other teachers helps a great deal too. Before I try some activities now I try to run them by my wife or other faculty members to get feedback and doing the same thing with an online course should really help. -
It is important for teachers to have had experience as an online learner before teaching an online class. Taking this online class is a new (and frightening) experience for me, but I believe that I am benefiting from this experience. -
I could not agree more Carol! I tried to develop a Moodle and kept running into roadblocks. Now I am learning the problem was not with my content but rather with my lack of understanding as to how to fully use the learning platform. -
I think this standard is just part a good teaching, be it online or in a regular classroom. As teachers, we need to also think about how the students will be engaged during our lessons (online or face-to-face). Being a student in an online course helps the teacher develop strategies to make their online course as engaging as possible. Learning and working with a variety of online tools (Moodle, screencasting, Diigo, blogs, etc) helps the teacher build a course that will hopefully meet their needs and the students learning needs.
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
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This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
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i AGREE THAT THERE IS A LEARNING CURVE FOR TEACHER AND STUDENTS. Having the teacher monitor the student's initial work might help get them started. -
Learning is different for each individual. I watched my daughters take gymnastic lessons and compared their learning to the students in my classroom. Two of my daughters were flexible and learned well from their coaches. One of my daughters struggled, but kept trying to keep up. In the classroom, it really seems unfair to expect the students to all learn at the same pace. Online learning allows students to work at their own pace. -
Differentiation is a tricky topic. Look up research on learning styles and you will find mixed messages and limited empirical evidence. I do appreciate that I respond to visual supports, so that might increase my focus or my engagment, but after 12 months of considering learning styles in my grad work, it is hard to say that is the end all be all for tailoring instruction. Sound research and or evidence based practices...which are limited...can be generalized usually to increase student outcomes. Considering how to embedd interests and preferences is instructionally sound and can be a goal, but that may or may not include tailoring instruction. Take a look at this piece if you want to rethink learning styles as a strategy www.youtube.com/watch?v=sIv9rz2NTUk
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I think this is a two-pronged issue - there is tailoring content to meet the entry points and learning styles of students, but there is also the technology piece of this with online learning. As an instructor, it will be important to provide support for using the technology & tools so that they don't become a barrier to accessing the content. -
An on-line lesson that would give the content in multiple ways, assess the learning in multiple ways may still be too much for the students who struggle with technology issues.
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I agree that tech can really help us with DI. My district has done some stuff with DI and I am trying to incorporate some of that in my classroom. With the knowledge from this course I hope to do more in the future.
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I love that Moodled DI (did I just make up a verb?) allows for both helping the strugglers, but also for challenging the brightest so that they are not slowed down by the mundane. -
students who need reteaching or more direct instruction would benefit from online learning. i see this as a tool for me to help my AELP students with expanding their knowledge of my content area. i also enjoy using technoloyg and know that the kids in the middle, who we often forget about :( would like to use technology too. -
All students deserve to have differentiated instruction. This really grabbed my attention because I feel strongly that all students can learn and deserve to have instruction to meet their needs -
This standard seems especially important to me, given that my class will be about accessibility and engagement for all students. I will need to model what I preach!
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Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
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This seems to be exactly what we are trying to do. The collaboration component of the class should provide all of us with a lot of different ideas, websites, and critiques that will save us time and effort. This is a tremendous asset. -
I appreciate the use of the term "appropriate", often times technology is selected because it's the new thing, not because it's what is most appropriate for your outcome....
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I agree with you about the appropriate use of technology. It must be used with a specific purpose. When technology is overused / inappropriately used students get burned out on it just like any other teaching strategy. -
I agree with you as well...it's not necessarily a good idea to use technology simply for the sake of using technology and a teacher can go overboard and use it too much. For example in a HS setting it could get annoying if every teacher was having students participate in a blog.
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In the class I am currently taking, there have been several discussions that discuss not only "what" we teach but "why" we are teaching it. I really enjoy learning about technology myself and enjoy integrating it into my curriculum; however, I think that we need to remember that many of these resources are tools for our toolkit. They are not meant to the be the staple of the classroom. Stan, you gave a great example with blogs. Teachers need to remember that is it just as hard for students to remember different logins and passwords, especially if they have different ones for different classes. I myself do not like it when my usual username/password combination has to be altered; it is inevitable that I will forget it or lose where I wrote it down. It will be interesting to see how the next couple of years change with professional development and how they work to buffer the gap among teachers with their comfort level in technology. -
I too am curious as to what type of technology the students would like to use in their "moodle" assignments.
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As being 'newer' to all the on-line tools, I think this is where we have to pull in our 'experts' and be able to tell them what we need the tool to do and then get their feedback/have a discussion about what tool will best help meet our needs. -
I like this one...the right tech for the right learning outcome. We have been working at Kent State to define purposes and rationales for Web 2.0 tools. So when is a wiki the best choice vs. a blog. Is mandatory number of postings in a threaded discussion more likely to lead to higher order critical thinking and or engagement and dialogue in on online environment. Is there really a Web 1.0, 2.0, 3.0 and beyond and what difference does it make? Does online interaction lead to different outcomes than face to face? It is nice to get past the novelty and consider the function and intentionally select the right tool for the right experience.
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I think this is very important, but yet also poses a challenge to online instructors. We do need to be able to choose the appropriate tools. The challenge (but a good one) comes in keeping up with the new and improved options that become available in this rapidly changing environment.
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Appropriate tools will help with clarity and assignment directions. However, one of the better tools for distance learning is the ability to do screencasting so screens can be shared when more technical help is needed. Trying to explain how to do something can be very frustrating to a learner, when showing him/her would be a much better approach - screencasts.
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I agree Toy, screencasts are very helpful for clarifying how to do something online. I am looking forward to learning how to use a screencast tool myself and believe it will make more efficient and effective use of my time. Currently I type up directions step-by-step..which takes way too much time and increases the chances of error. Screencasts make sense! -
The number of potential tools for incorporating in online instruction seem limitless. I'm amazed at what is available, yet also deterred by the time it takes to locate quality resources that i envision helping me engage learners in more rigorous inquiry and achievement.
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• Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
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I think this is one of the best features that online learning provides. With many of the programs I use students get immediate feedback, not only the correct answer but the reason that answer is correct, as the student completes the lesson. This is essential to today's students because too often once they receive a final score, they fail to read any notes or explanation from the teacher or to question why their answer was not correct.
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I would agree that the immediate feedback that online learning can provide is a real asset. Students will know results right away so they don't end up practicing or learning the wrong way.
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Learning the technology necessary to have a quality online class will be an ongoing process with the rate that new technologies are being developed.
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So true--not only do you need to be up-to-date and knowledgeable on the course materials, but also the methods of delivering the information.
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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Understanding individual student motivations may be difficult via online instruction. I think this would be a challenge.
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I agree with you, Rebecca; however, it can be just as powerful for other students. There is a fine line that I think is going to be ongoing learning process for teahcers.
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I believe that there too must a learning curve for the students! They will need to feel comfortable with on line learning and the teacher needs to find out what motivates them in this platform.
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I think that students like this technology and will use it to enhance their learning.
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Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
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Staying current with research and new developments in content areas will be easier through new technologies.
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Networks with others involved in online education for the purpose of professional growth
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Networking is vital! The one thing teachers never have enough of is TIME; I think having time to network would be another constraint for some teachers. When you are taught something new or given something to play with at a class it seems great at the time, but often seems like you need to debrief after wards. Getting involved are the two key words in this standard for me. We have been always told that practice will only make things better; in order for educators to grow professionally, we need to be just as involved as we want our students to be.
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Ashlea, agree! I need to practice new learning. I need to talk to other learners. Kids are the same. It does all take time.
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Have learned a lot from others already! Both through this class' forum but also through others, such as the GHAEA 21st century learners conference! One presenter shared what she does with jing to "edit" and record narration when she provides feedback to students on their writing assignments.
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Understands and uses data from assessments to guide instruction
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I believe this is one huge advantage of online courses. Online test give students immediate feedback, but maybe more importantly online data allows educators to analyze it and then use it to guide their instruction. If most students missed certain questions on a test and the teacher knows that immediately then the following day he/she can re-teach some of those concepts or ideas. -
I agree - in this generation of instant response or gratification a teacher can incorporate that into the online lesson by giving that quiz that has an instant reply. Then while it's all in one place the teacher can utilize it reteach immediately. -
This is another standard the is not only important in online teaching, but teaching altogether. Through an online course you need to learn different tools to assesst students' understanding of content. This can been done in simple and easy ways using polling and quizzes or responses to questions through a discussion forum.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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I think this is important in an online course because it is more difficult to build strong relationships and communicate effectively when people do not see each other face to face daily.
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As we never talk face to face, making connections with the instructor, the online social presence is critical. This piece of 'online classroom management' will be interesting to experience through this course and to determine how to create it in our own course(s).
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As we continue to expand PBIS in Iowa and AEA 267 as part of statewide RTI and the Department of Education's goal to have 100% of schools implementing PBIS, it will be much more difficult to provide face-to-face opportunities for schools to learn and network, particularly after they have completed the 3 years of core PBIS instruction. Social media opportunities will really assist in providing ongoing positive opportunities for PBIS schools to interact, share resources/tips, and trouble shoot challenges with PBIS implementation and sustainability. -
I feel that you could be on 24/7. When I am taking a class or teaching one, I find myself checking in many times. That can be both good and bad.
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Utilizes a course evaluation and student feedback data to improve the course
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If any educator wants to improve they need to consider students feedback and data and improve upon their classroom practices. I think educators who do this become more effective then those who don't.
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I agree that we need to consider student feedback, but you need to look at all of the feedback and not zero in on 1 negative one. It is always helpful to re-evaluate our teaching periodically.
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
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It is essential that we know what our districts goals are. technology should be infused whenever possible into classrooms. students are familiar with it and like to use it
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Alignment with the Iowa Core is imperative especially since the advent of the Common Core. It will ensure the rigor needed to ensure all students receive a quality education.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
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It is great to have a learning environment where the students and teachers are on the same page. Students need to work together amongst themselves, to learn collaborative techniques. It is also important to work with the teacher, so both teacher and student are getting the most out of the class. If the student works with the content this will ensure they are covering everything they need to.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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It is important that the teacher designs their course online correctly so the students can get the most out of the course. We should not just plan an online class to say we have done it, but rather make it appropriate to the level of the students, and the objectives you want them to complete.
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
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This is why I am taking this course. I want to enhance my students learning and I feel that greater incorperation of technology will allow me to do that. I
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I agree I want to have students have a resource outside of the classroom to use to enhance their learning. Technology helps me do that and keeps their interest
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Understands the differences between teaching online and teaching face-to-face
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The more that I discuss online learning, the more I think about the face-to-face teaching. I feel that this tows a fine line as we all have a variety of learners in our classroom. Balancing the face-to-face and online instruction is an element of teaching that also depends on the age level you are teaching. I think that the older the learners are, the more content they be exposed to online.
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I have appreciated the recent opportunities I have had to participate in face-to-face instruction that utilize on-line tools, like moodle. It has been a good way for me to transition to using on-line learning opportunities. I find that I continue to be a little more slow and cautious as I am taking and applying my new learning. I am motivated to push my learning by the fact that I see my MS and HS daughters jump into using web 2.0 tools with ease, and know that I must keep up with the times if I am going to cpntinue to be effective in engaging with student and adult learners in a much more technology-based world.
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In my on-line teaching, I still have one session that is face to face. I need that time to show equipment that I do not feel can be adequaately done on-line. That is the way that I still feel like I'm dabbling my feet in the water.
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I've been looking at different stuctures, like the Khan Academy, which makes "face to face" more like "sitting next to" and doing work alongside--just a different viewpoint.
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Sets and models clear expectations for appropriate behavior and proper interaction
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This benchmark is essential! Without setting and modeling clear expectation, the classroom atmosphere and learning experience will be choatic. Content and engagement are two addends to create learning. The sooner these elements are introduced to the students, the better the interaction will be for the students and the teacher.
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the learning environment needs to be purposeful. i think many of use have tried to incorporate on line learning and it does become chaotic and like a game, when we want it to be purposeful and meaningful to students. setting clear expectations will help students understand that they are learning, just in a different way.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B
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Understanding material on the internet is easy to access but is not necessarily "free" to use any way we want is important to understand. Teachers need to model this and teach the students copyright law and fair use. -
I believe that we need to have a good understanding of fair use and intellectual property rights. Our students have to be taught how to be good digital citizens and follow the guidelines so that they can apply their digital literacy skills in all that they do. If we model these skills, then it shows our students how important it is to comply with the guidelines.
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I very much want to comply with the "Law." But I found it difficult to know if some of the "images" I wanted to use were copyrighted.
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Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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I am very curious to know how much the students will like to communicate with the teacher and themselves using on line learning.
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I too would like to know about this. I think learning needs to be collaborative. Collaboration would have to be very different. I find it overwhelming trying to collaborate here. It is like everyone is talking at once.
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I like the word "creates" used twice in this standard. Teaching is more than a degree. It is an art that combines compassion, passion for learning, and acceptance with the belief that everyone learns everyday!
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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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I hope the students would appreciate the on line communication that takes place regarding each graded assignment! Teacher feedback SHOULD MOTIVATE THEM.
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Feedback is key, at all stages of learning, for all types of learners. Hopefully when students work online, they will access the feedback and refer to it during their learning process.
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including rubrics for student performances and participation
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However, most rubrics I see seem to be rather subjective. They use words like several, many, one page....without defining them with perhaps numbers!
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Good rubrics are difficult to make and more so to keep relevant to what you want your participants to accomplish.
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Rubrics make sense as a classroom teacher, so that students can see the highest expectations and the lowest grade they can earn. Rubrics for online learning are just as important.
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Detailed rubrics outline or should outline what is expected so a student knows the expectations. The rubrics should be user friendly and easy to understand by the student and pass a stranger test (if another teacher read it, they would understand and be able to use it).
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I feel that generating a good rubric is very difficult. It is important that we are tweak and change our rubrics so that our expectations are very clear for our students.
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Knows the content of the subject to be taught
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How many times have you been asked to teach something and had to 'come up to speed' before you could do it?
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On the flip side, I work with teachers in the area of PE/special needs, who have no background and are unwilling to ask or accept assistance. It is not a reflection of them personally but in the student's best interest.
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Assists students with technology used in the course
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I think many times staff are overloaded with 'initiatives', asked to implement technology and lack the staff development they need, including practice time, to implement it, yet are expected to be able to assist the students with that technology. Many educators successfully implement new technologies, but have spent many, many hours of their own time making this happen.
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I don't have a problem with my content or teaching it. I can definitely say problem solving the technology will be the most difficult part of teaching an on-line class.
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I agree with Marcia. I have a handle on the content that I am teaching but do not have the basic understanding myself to problem solve. Where is that warm body who understands when you need them?
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how to teach the content
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I think this standards gets to both sides of effecticve teaching. As Clair stated at the beginning of this standard, people are asked to teach content they have to 'get up to speed with' and then we have the other realm which I face frequently in my work with teachers...they know the content, but don't know how to make it comprehensible for student learning or how to deliver the content effectively.
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I agree. I think this is a process that will take some time and purposeful learning by the the teachers. Our school is implementing AIW, which seems to be on track with this.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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Using data is so crucial in knowing what our students need. I can see where being knew to teaching on-line I will have a lot to learn about effectively using data to evauluate my on-line courses!
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It makes sense that we continually use data to assess our effectiveness. This is the criteria we hold ourselves to in the face-to-face classroom, so it makes sense that data is used to show results in the online environment. Just because we like using technology, doesn't mean students are learning.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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This was not something we prepared for in my Math Methods class, circa 1986. The PC had been invented, but barely.
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#8: Rather than dealing with "issues arising from inappropriate student technological use," this standard should encourage a proactive approach with prevention as the focus. Clearly defined expectations of how students will handle the equipment to using online resources should be established as part of the instructional protocol.
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Website specific to Iowa Online Teaching Standards, important for accountability and consistent communication about what quality teaching looks like no matter what the platform!
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Demonstrates growth in technology kno
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As educators, we need to stay ahead of the game, we must stay current with emerging technologies, but I don't think all schools are requiring teachers to stay current in technology and use technology with their students and their learning.
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Staying current in online technology and face to face methods plus the curriculum is a daunting task, but most teachers are meeting the challenges.
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I agree that teachers need to be required to stay up to date with the ever changing technology. It is the method that our students love and are engaged in. -
As educators, we do need to stay current with emerging technologies because our students are using every new thing they can get their hands on. We need to be comfortable and familliar with these technologies so we can help students learn in the way they know best.
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emonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
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Standard 8 a is critical, I find that too often many don't think about the consequences of their on-line behavior and we are not always doing a great job of teaching ethics with students.
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Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
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Promoting opportunities to collaborate and support each other is so important in PBIS implementation. Learning and incorporating my new skills in Ollie will be critical in order to align with Iowa Teaching Standards and utilize web 2.0 tools to enhance adult learning.
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goal-oriented and focu
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goal-oriented and focused
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goal-oriented and focused
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student self-assessment and pre-assessment within courses
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Providing oportunities and tools to support metacognition are key to motivation and learning.
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There can not just be one type of online strategy used. We must use the tools appropratly and efficently. When I plan professional development I try very hard to meet the needs of my learners no matter what my comfort level may be, of course the more I try new facilation techniques the better I get at using them. I think technology strategies and techniques should not be any different.
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I couldn't agree more that we need to meet the students where they are and take them to where they need to be. I would say that the participants that are more advanced in technology will be the ones who keep me awake at night trying to meet their needs.
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Exactly! We must make clear what we will and will not except as appropriate pieces of social interaction. Posting "I agree" is sometimes appropriate and sometimes not.
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Creates or selects multiple assessment instruments that are appropriate for online learning
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This standard is of particular interest to me considering the content we are focusing on for this class-- it is a CONVERSATIONAL model. So, I am still thinking through the best way to assess my participant's progress with the model using technology.
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learning outcomes and expectations
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I need to continuously refer back to this one. What is the PURPOSE? What is the INTENDED LEARNING? Not, what cool stuff can I put online for my class...
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This is a reminder for me as well! I get excited about new tools and resources and sometimes forge ahead with using them BEFORE I consider what I want students to learn. I need to put that in "reverse"! -
So important that students and educators are on the same page--meeting expectations on both ends.
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Expected learning goals need to be the driving force when we design a course.
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the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
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it makes sense that someone should have teaching credentials, I know this may sounds silly, but everything on the web cannot be trusted as true or credible, so should the person teaching the content have to prove or display their credentials somewhere?
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Creates a safe environment, managing conflict
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I would hope that conflict could be kept to a minimum, but I suppose with some content or student groups, conflict could crop up. I could see this potentially happening with high school or college students, even though I don't think that other groups could be immune to it.
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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this is a must for 8th grade students who need to know how to use the Internet appropriately. i would hate to see students bully eachother in an on line environment that is supposed to be purely academic, not like facebook which is social
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All students need to know the expectations and be taught appropriate netiquette.
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I believe that this should be explicitly taught to all students. I think that often times teachers think that students know what is appropriate and what is not, but I am not so sure that is the case.
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#7: This is a very appropriate standard because teachers who teach online will have first been students themselves.
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Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
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Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SRE
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#8: I wonder why no one selected this standard. One cannot enter a doctor's office today without being informed of one's privacy rights. It seems appropriate that an online teacher includes privacy rights and regulations in instructional content.
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5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
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These seem to be a good hallmark for all instruction whether online or face-to-face
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inappropriate student technological use
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With the rise of cyberbullying, I think that this becomes especially important. Instructors must find a way to ensure this is not happening with their students.
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students with special needs or whom are language learners
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I think in some instances this could pose a real challenge. Not seeing students face-to-face could add to the challenges for these online learners with special needs.
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Communicates assessment criteria and standards to students
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Communication is key when letting stduents know what your expectations are of them.
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Essential to student learning and monitoring student progress. Vital for formative assessment.
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in order to stay current with emerging technologies
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This is a tricky one. Who can keep up with the seemingly endless new technology tools? It's an important thing, though, to keep trying because new and better tools keep rolling in for us to possibly do our jobs even better with students.
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds,
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I am beginning to get the picture that online instruction is one way we can do just this...meet the various needs of students. We are better able to differentiate because of the multitude of resources at our fingertips.
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It is important to select online sources that align and enhance the Iowa Core.
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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Aligns assessment with course objectives
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Assessment is a big concern for me. It is so key to the learning. I just watched a TED video on online education by Daphne Koller called: What we're learning from online education. The have these huge online courses where they use peer assessments. Interesting if you have time to watch.
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A) • 1Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and 1
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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After having been on online student and now an instructor, you really have to learn how to teach differently. It seems that while you are planning a class you have to predict all of the possible instructions that a variety of learners may not understand. Since you do not have immediate feedback as you would with face-to-face instruction, you really have to be more deliberate. You also have to be checking your class to see how you need to differentiate to meet their needs.
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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Understands the differences between teaching online and teaching face-to-face
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Certainly and important bullet point! However, from personal experience, I would say this happens over time. The more online learning/teaching experiences you have provide you with clarity regarding the differences in these two teaching venues. I think I learned as much about great and not-so-great online teaching from my experience as an online learner as I did from my few experiences as an online instructor.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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I think it is an important point that quality teaching, even online, requires the teacher to respond to data. A course cannot just be packaged. Quality teaching using data and FAs is the expectation.
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corporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
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Another important point, for me, is how important it is to create a community of learners. Students need to know each other, even if it is online. Quality learning doesn't happen in isolation because feedback challenges our assumptions.
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I feel this is especially important as many or my students have much more experience with learning on-line than I do. They may not have taken a course of study this way yet, but they are more familiar with gathering information with this medium than I have. -
I am very glad that I am taking a moodle course online before I am having my students do this because it allows me to see the stumbling blocks as well as the potential for expanded learning. -
I am learning so much about what I thought I knew about online learning and how it's actually occurring. I appreciate the fact that I can access prior assignments, information and tutorials to refresh and clarify my learning.
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There is a delicate balance of what tools to use and how to utilize them so all students can achieve. It is important to use tools that help students further investigate and gain a deeper knowledge of the subject.
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I can so relate to this standard whenever i am navigating the waters of change. It is always exciting to entertain new ideas and to learn about different approaches, but such is not without a bit of stress. Recognizing that transitions aren't always clean or easy helps me move forward.
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Learning needs to be continuous and with variety. A teacher needs to experience what it is like to be a student periodically to continue developing and renewing the skill of empathy.
ol101-f2019: Iowa Online Teaching Standards - 10 views
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Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
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I think getting student feedback is the only way to grow and develop a course
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Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a)
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With our math courses in Osage shifting to Standards Based Learning (SBL) this is necessary!!
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Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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Effective communication will help both students and instructors succeed in a course
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Effective and clear communication is necessary in any course...whether it be online or face-to-face. I tend to over-communicate just to keep all stakeholders informed.
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This would be critical, so that the student know what he/she is doing well or needs to improve. I think the voice tool would make this quicker, easier, and be effective. I am going to start using this more in Moodle to respond to students' work. -
Communication is the key in any working environment and essential with students in either face to face or on line. On line students may require more communication.
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Assists students with technology used in the course (Varvel III.C)
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this the standard that scares me the most - being able to troubleshoot technology issues will be tough for me
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
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My goal is to make expectations for behavior and the consequences if not followed - very clear at the outset of the course.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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This is just good sense. We do this in the traditional classrooms, so it definitely needs to be WELL defined in an online classroom. -
Since I'm currently working on blending my classroom, I definitely don't do this as explicitly online as I have been doing in our face to face environment. It's definitely something I need to build into the online component.
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My District is pushing teachers to be very explicit about this! Has anyone heard of the 5D model? The first dimension is all about naming and explaining the learning that will be taking place. We also need to mention it as we teach and at the end of the class. I know I can do better with this.
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Not only do we need to identify and communicate the outcomes and expectations at the beginning of the course, they need to be restated throughout the course.
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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Probably my #1 when it comes to importance. People think they are the same. They couldn't be more different.
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I am still trying to find the balance between what I move online and what I am doing face-to-face and how to inform all of the stakeholders involved. I think that understanding the differences are essential to meet all of the needs of my students.
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• Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
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One of the reasons driving online learning is that it is more personalized to meet the needs of the students.
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However, it will be up to the individual to let the instructor know of difficulties that are being experienced. Communication is a key component of a successful online learning experience - including both the instructor and the student for success.
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• Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
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Modeling best practices for all students, whether they are face-to-face or traditional, really needs to be a priority. Online students will likely have more digital citizenship opportunities than many other students. Teaching them and modeling compliance with the policies is crucial.
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Patterns in lesson sequencing is very important so students are comfortable with the familiar format.
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Creates or selects multiple assessment instruments that are appropriate for online learning
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This is very important because I could see assessment types getting repetitive with online learning. I imagine it would take some creativity to continually rethink assessment for the online paradigm.
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Multiple assessments is important so participants have a variety of ways to show their understanding. However, I think you can have TOO many different formats which can add stress to students.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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This is critical! Since your students may never see you face-to-face, they must feel that you are there to help them and are accessible in a reasonable amount of time.
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Yes, it can also be the most demanding one. With students doing things at various times of the day, you would have to communicate your "office hours" otherwise you might find yourself always having to be available.
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Provides substantive, timely, and constructive feedback to students
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In my experience, online tools make it so much easier to provide feedback to students. This feels even more important in the online environment where regular, in person check ins may not exist.
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I agree. I feel like feedback is much more a focus with online tools. It IS the interaction. In face-to-face, we have a lot of interaction with students that isn't specific or personalized feedback but in an online setting, that changes.
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The word "timely" sticks out to me here. If students are working somewhat at their own pace, it is important for feedback to be given fairly quickly so that any misconceptions can be addressed right away.
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Timely feedback is very important as students want to know how they are doing and cannot 'approach' you physically to ask. Constructive feedback also helps students adjust their work accordingly.
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Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
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This is something that I plan to do now that I am implementing Moodle in my courses. It would be interesting to conduct an online learning survey for students before and after having them learn using Moodle rather than Google Classroom.
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If I am not knowledgeable to use the system, I will not be able to effectively lead students in their learning. Also it would be important to use more than one avenue to be the most effective.
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I'm constantly looking for feedback, although I feel my students are afraid to be honest with me, even when I assure them it is anonymous and nothing punitive will happen. I've tried Google forms and set them up so they do not collect email addresses, stepping out into the hall and having students leave sticky notes on the board...
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Assists students with technology used in the course (Varvel III.C)
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I believe this will be essential so that I can help my students navigate between everything they need in the course. I often find myself double and triple-checking things in my Moodle course to make sure students can access them and everything runs according to plan. It definitely requires patience as well when assisting students with the technology.
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I think this key and sometimes the hardest part. For many students, this new territory for them. There is so much to learn about taking an online class, that it can be overwhelming.
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1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
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Everything stood in this standard stood out to me as critical. It aligns logically with my schools move toward standards referenced grading.
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4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)
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6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
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This seems so critical in the online environment! Written text can be misinterpreted so easily, especially when the reader doesn't actually know the writer in person. Extra time and care will need to go into communication. Additionally, recorded videos could be a helpful tool to add a human element to online coursework.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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As an English teacher, data isn't the first thing I think of, but the use of technology makes formative checks incredibly easier. GoogleForms and other quick check quizzes make sorting those who get it from those who almost do and those who are still out wandering the corn. My struggle is not in creating the data, but in having time to use it effectively. The turn around time needed to make the most efficacy of formative data is often so quick that I struggle to keep up.
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Selects and uses technologies appropriate to the content that enhance learning
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I think sometimes, we jump onto a new technology because it's fun or interesting, regardless of whether or not it's effective. I know I have done this in the past. Just because something is new and great, it doesn't mean it's the best technology for every situation.
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This is what I loved about the Blend/Flip cohort. I felt like it directly addressed that by making the focus on what students need from us and then figuring out how to move some of the other things to digital.
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Understands student motivation and uses techniques to engage students (
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This is where the "gamification" of classrooms could come in. I have not experimented with this strategy as I have some qualms about embedding even further students' seemingly already ingrained desire to always be entertained, however, there is considerable research speaking in its favor. Johns Hopkins University studied and advocated the use of Gamification in education: https://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it-in-teaching/
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Creates a safe environment, managing conflict
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This is key for any discussion thread in a blended or online course and it's something we really have to explicitly teach and address.
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It will be important to monitor replies to posts that are inappropriate in order to assist with this. However, managing the environment may be a little more difficult online as instructors may not know if there is conflict occurring if the student does not let them know.
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variety of assessments that meet course learning goals
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Variety is key here. The teacher has to have a good idea of where the students are in understanding but formative opportunities have to be much more purposeful. Plus, I think self-assessment becomes even more crucial in online learning.
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Yes, I agree that a variety of assessments are important. Students can also self-assess their behavior while online: motivation, responsibility (not on games), honesty and integrity
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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Technology is fast paced and keeping current is essential to the profession. Professional development in the district needs to address the current technology needs of teachers.
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
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I feel we should do this as face-to-face teachers as well. I know I strive to follow a pattern so students know what to expect. I'm a fan of the "I do, we do, you do" model.
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.)
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Without the knowledge and ability, how will I be able to use this format to be successful?
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This is a challenge when changing from face-2-face instruction to online instruction.
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I think you just have to give yourself time. Yes this standard is important, you have to be able use the software, but you can also learn from your students. If you start with a blended approach than you can ask your students face to face for support.
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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Giving students the ability to perform at the level at which they are at is one of best ways to ensure that students are going to be successful.
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
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2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
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Content including technology is important. One is not more important than the other in an online environment.
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• Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
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The professional teaching standards are important for access and equity of all students.
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• Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
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As we begin online courses it will be important for my district to view the technology policies that are already in place and determine if more guidelines need to be set. The words "appropriate use of written communication" stick out to me. I'm not sure they have been defines
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Networks with others involved in online education for the purpose of professional growth
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The best part of taking courses such as this one is to learn of the experiences of other instructors.
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Understands and uses data from assessments to guide instruction
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This is a focus for our district this year. To use our LMS generated data to guide instruction.
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Knows the content of the subject to be taught and understands how to teach the content to students
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• Sets and models clear expectations for appropriate behavior and proper interaction
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As a PBIS coach in my district this resonates with me. "Pre-correct" or remind students of the expected behavior EVERY time- in other words, prior to each course, even if they have taken 3 courses prior.
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Provides and communicates evidence of learning and course data to students and colleagues
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This is not much different from the face-2-face classroom. Students, parents, and administrators want to see evidence of learning.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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There are so many tools out there. I find this one a bit confusing. Deciding what tools are best for what what assignment or task, at this point is a guessing game for me. Somethings, I think I've been right and others I realized that I wasn't. I wonder if there is resource out there that offers a guideline for what tools fit what practice or task.
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I wonder if this could possibly help students work better in groups. So many times group works falls apart because middle school students get distracted and run out of time. Would online collaboration help with this?
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Provides opportunities that enable student self-assessment and pre-assessment within courses (SREB K, Varvel VI.I, ITS 5.d)
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Still working on how to best do this one. It makes so much sense and yet I find it tough to manage in an online environment. I've recently found Edulastic. An online test creator that has question bank of questions created by hundreds of teachers on many topics. I'm experimenting with using it as a way to help students pre test and check where they are at in their understanding.
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Communicates assessment criteria and standards to students, including rubrics f
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Students need to be able to understand and know exactly what their job is and how well they are performing while doing the job. Also, by communicating criteria and standards, students will have a further understanding of why they are learning it also.
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Rubrics communicate expectations to students. Students can see what they need to improve on and are able to set goals.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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Collaboration and interaction are two very large pieces of the puzzle of employability skills that are imperative for successful employees. By providing students with the opportunity, we are further preparing them to gain and maintain successful employment. Students will work with people of all ages and abilities throughout their lives, so all levels of collaboration and interaction are important - especially online where one is unable to use visual cues to discern the meaning of communication.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
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This one is interesting because I feel like when done online it can be tricky due to the fact that it's harder to get that instant feedback from students.
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Creates or selects multiple assessment instruments that are appropriate for online learning
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This one really pushes us to think "is this meaningful? Does it reach my goals? Does it feel like it is worth the valuable time of the learner?"
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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A very powerful one. When we don't feel futuristic to learners we begin to feel irrelevant. We have to work hard to stay two steps ahead.
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Has experienced online learning from the perspective of a student
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Having this experience would allow the instructor to be able to understand student expectations and needs.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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In my position data is collected weekly. If the data indicates the student is not being successful, decisions about instructional strategies may be made. It lends for the instruction to be more student centered.
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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I think this is very important. I have been guilty of grabbing something from the internet then realizing this wasn't the best for my students. What kind of PD is available for this? What OER is available that is aligned with Iowa Standards?
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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This is an interesting indicator because teacher often resort to shutting technology down for students who use it inappropriately. More learning would be needed to help teacher use these as teaching moments.
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ol101-2020: Iowa Online Teaching Standards - 9 views
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I chose this criteria because having your course evaluated gives you valuable information to guide your next attempt. Reading through the student feedback of the course helps to know what you are doing right and what needs to be changed or tweaked to help students be successful. -
Student feedback is essential. What do you use to get their feedback? I use either Google Forms or SurveyMonkey.
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
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I chose this criteria because it encompasses the purpose for facilitating student learning, the goal. I like how it reminds me of all the components needed to ensure student success.
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Understands the differences between teaching online and teaching face-to-face
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moodle_iowa After being thrust into online learning in the spring, I learned this is vitally important. I am still learning how to be an online teacher, the preparation it takes, and how essential communication is with the student and his or her family. -
I agree, this summer has really opened my eyes to how important it is for a teacher to learn how to teach online. One of the most important parts is having consistent structure and clear expectations at the start. -
This is something that I am learning more about and believe is extremely important. What might work well in the classroom may not work as well online. Finding the best practices for the environment is essential to making sure the students are successful.
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I chose this criteria because it seems like a no brainer, but I realized after I started teaching a blended class how many little things are actually big differences between online and F2F courses.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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This is important. I can see myself creating a screencastomatic video as an intro to each of my classes in order to meet this criteria.
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Moodle_iowa This is a good one. I have always known the "course syllabus" in my head, but especially next year, it would be super helpful to give a course syllabus to families. In the case that we do have to move online for a period of time, families could see where we are going like a roadmap to help their children achieve success. -
moodle_iowa I agree, Jill! It gives families a roadmap, and if we have to suddenly switch modes, it is already in place. It will take some time, but the preloading should help in the long run.
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This is something that I need to do a better job with in all my classes. This summer I have been working on updating and improving my class syllabus to be a much better overview of the class and showing what is expected of them throughout the course.
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I need to be better about posting and discussing learning outcomes before every lesson I teach. -
Identifying the objectives can be easy for a teacher to do but the communication piece is more difficult. Students need to see what does that objective mean and what should it look like.
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
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This is where teaching online can sometimes be beneficial as long as you provide various ways to learn--videos, text, using text speak, etc.
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moodle_iowa Yes! I think it calls for collaboration with specialist teachers to be sure we are providing the accommodations needed.
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Visual graphics and videos for visual and auditory learners. Checking in with and offering office hours and extra support for students who may need this. Accommodations for students with disabilities or other needs.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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I think this is very important in the classroom and online. When students collaborate they can share knowledge and learn from one another.
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Allowing students to do their own PowerPoint presentations of lesson material. Always letting students ask questions which are answered during Zoom meetings.
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I feel this is the part that can be missing in online learning. How do you get collaboration and provide a safe environment. As the instructor, do you need to be involved in every interaction between students? Yes when you are dealing with younger students. I am still looking for tools that allow collaboration with adult supervision.
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5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
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In order to make an attempt to combat "cheating" in an online course, developing authentic assessments is crucial.
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Just as in a F2F classroom, a variety of assessments should drive instruction. Assessment is important for both teacher and students.
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7. Engages in professional growth (ITS 7)
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I feel that all four of these sub-standards are critical to the professional growth of any teacher who is teaching an online course. Teachers need to stay current with technology, network with peers, and apply learned knowledge and skills to improve best practices.
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Has experienced online learning from the perspective of a student
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This is a big one because then you can relate to how the students are feeling. Learning a new LMS can be frustrating and take time, so being able to experience that yourself and then apply that to what the students are feeling can help. I also think taking online courses helps you face many struggles students might have (such as being afraid to ask questions or participate). Again, you are experiencing the struggles students might have, which I feel back benefit the teacher by knowing what these struggles might be beforehand,.
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Assists students with technology used in the course
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If we expect our students to use the technology, we need to be able to help them use it! I had one student this past spring who was confused on what I was trying to explain on our LMS. I ended up video taping myself and showing him what to do, and he LOVED it. It was good that I was familiar with the LMS and could then show him myself what to do. If a teacher can't assist the students with the technology they expect them to use, then they shouldn't be using it.
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During the first week of online learning, I had an instructional Zoom meeting with my students and walked them through the "Instruction to Seesaw Tools" Activity that was going to be assigned. I "shared" my computer screen so that they could see me pointing out, describing, and using each feature on my "Sample Student" account. This was well worth my time because it explained to them how to use the tools and turn in their work on SeeSaw. I also told my students that they could ask me questions in the comments space for each assignment .When they had any questions, I would reply back to them that way and then they could finish up their work. -
Many times we assume that students know how to use a computer lesson and how to read the expectations. Helping them to be able to use the programs will increase their success.
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Understands student motivation and uses techniques to engage students
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• Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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This is essential!!!! I wanted my students to still know and feel like I was their teacher and I think it is important for any teacher to do this. Students still need to know we care and want to help them become better learners. I believe keeping in touch with my students daily/weekly was vital in their success this spring.
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In our Zoom classrooms I always try to greet each student as they enter, to check in how they are doing and whether or not I can hear them and they can hear me.
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Students need interact with their peers as well as their teachers. Teachers should provide opportunities for students to interact, as is appropriate. Weekly class meetings give the students a chance to see each other and to catch up.. This was very important--especially to our littlest learners during the spring 2020 shut down.
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Understands student motivation and uses techniques to engage students
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This stuck out to me because this is something I tried hard to do with my students this spring. I knew that I had to find ways to motivate my students to do the work, and I would reach out to them individually to keep them motivated. I want to make sure I am keeping my students engaged when learning online and I am hoping I will be able to find more ways to do this if we have to continue to teach online this next school year. I think it is essential for motivation and engagement so our students still want to learn.
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You are SO RIGHT! In the classroom I can come up with incentives and I have a full toolkit for that....but last spring, I was struggling with online. Looking at the Maslov pyramid maybe the kiddos were stalled at the second step 'safety needs-security'. There was a lot of scary stuff on the news and through some reflections the kids that I didn't think would be bothered were really worried about the world. :( (Also, I can imagine being a middle schooler and being separated from my friends---ewwwwww!!!)
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I agree Sam. Keeping students motivated and engaged online may be hard. I don't think the being on technology will be hard for us to do, as they love to game and talk to their friends. However, keeping their attention and focus on educational curricular might be a whole other ballgame.
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I think it also helps to motivate students when they know the "why" in learning. Why is it important for us to know and why are we doing it. I think this is a little harder to get across in online learning. I know I did not do that as we were running a little blind this spring with the Covid situation. I need to improve in my directions to help students be more motivated about the work.
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• Knows the content of the subject to be taught and understands how to teach the content to students
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It is essential that a teacher understands the content and is confident in their ability to teach it. If a teacher is not competent in the subject and hasn't taught it before, it would be difficult to teach an online course. I think one of the best ways to learn as a teacher is to see student's reactions face to face & learn along with them. This would be harder to do in an online setting. -
It is extremely important for the teacher to understand the content, so they can teach it effectively to their students.
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Utilizes a course evaluation and student feedback data to improve the course
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Teachers should always be willing to improve on their craft. Reflection should be from all stake holder's - parents, students and the teacher themselves. Especially as we do this for the first time - feedback can only make things better.
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Gathering data and feedback from students and others to improve your course and teaching skills I feel is best practice. Teachers should always want to improve their teaching and want to make their course better. Not every student learns the same way, so what worked the first year may not work the next.
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If teachers don't use a course evaluation or ask for student feedback how do they know what went well or needs improving in the course. All teachers should want every student to succeed. It is important to welcome feedback and be willing to make changes that will improve a course.
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Selects and uses technologies appropriate to the content that enhance learning
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Content can sometimes look fun, but might be challenging for students to do. Their internet might be slow or their computer is not working right or it requires a program that they don't have loaded. These issues make the student focus more on the computer than on the learning at hand.
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I agree with this standard. I love how it says appropriate to the content to ENHANCE LEARNING. Many times I observe technology use from other teachers as fluff and used just to be used. There is not a purpose or application to the students' learning. It is just in there to pass the time. Technology is a tool, and this tool should engage, foster learning, and encourage application of skills. Not to play a game, watch a video or movie, or just fill time.
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I think this is a huge standard. I find myself sometimes using technology just to use it. It needs to enhance the learning instead of just there. -
This standard stick out to me because the technology I choose for my students should be appropriate for their age and the skills/strategies they are learning. I want the technology to be effective and not just being used to use it.
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Incorporates social aspects into the teaching and learning process, creating a community of learners
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Students are very social learners. Many of us have collaborative activities that they do in a face to face setting. It is important that we keep these social activities in an online course as well. Learning is definitely more fun with others!
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I have never really thought about this as being a standard in an online class. After taking a couple of classes myself, I can see the benefits of creating a community of learners and bringing in the social aspects for my online learners.
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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"moodle_iowa" Learning to evaluate material is important because the internet has multiple sites with different information. My class researches saints every year and I have specific websites I ask them to research with because not all the sites are accurate. I have had to complete my own research in order to lead them to more accurate sites.
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Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
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"moodle_iowa" Teaching students about being safe online and making certain they understand their own rights as well as the rights of others is extremely necessary. In our society, we have the rules of the road to follow and explicit classes for students learning how to drive. This standard jumped out to me because I feel there are not a lot of parents ensuring their child is safe online.
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Provides opportunities that enable student self-assessment and pre-assessment within courses
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"moodle_iowa" At our school we are teaching the students about Growth Mindset and using self-assessment is key. Students understanding what they are failing at and learning how to fix it is a part of moving forward in their education. Using pre-assessments allows students to move above and beyond their strengths and to work on their not as strong areas with more practice.
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I like the idea of allowing students to self-assess as well. This gives them to really reflect and be more active in their learning.
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Sets and models clear expectations for appropriate behavior and proper interaction (
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"moodle_iowa" Being able to explain your expectations is important because it sets the tone for the entire class to be more successful. Whenever we were talking online I reviewed expectations to have better conversations that were helpful and inspired others.
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Teachers must be able to set up a course online successfully using the necessary tools. It seems that some think you can just a F2F class and put it online. There is a lot of prep work that goes into doing this successfully and knowing what resources/tools are out there is vital for success. -
Definitely. I am feeling more and more unprepared as I learn what is needed to make online course work and all the resources available. -
If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting.
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It is so important to be knowledgeable and have the ability to use computer programs required in online learning! This is exactly why I am taking this course! I need to be more knowledgeable. -
If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting. on 2020-06-19
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Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a
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Hopefully this takes on the same importance as it does in a F2F classroom. Our assessments should align with the content we are teaching and finding ways to best assess this is critical.
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Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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This is so important in the online world. We want our students to know that we are "with them" and paying attention to them, just as we would be in a F2F class. This can actually be more time consuming as we may need to address each student individually to motivate, prompt, encourage, guide, etc and it will take longer than it would in a F2F setting. Feedback is so important in all settings!
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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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It is very important for students to see evidence of learning. This evidence of learning can be a real motivator for some students.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
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Learning happens when effective instructional strategies and techniques are used. Effective instructional strategies and techniques for online learning are a whole new skill set for most of us.
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I need to be better about posting and discussing learning outcomes for every lesson I teach.
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Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
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Providing timely and constructive feedback can help student become stronger learners.
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Timely feedback is very important. I remember as a child I would ask when the test was being passed back, just so I know how I did on the test. I still have students asking me when I will grade something or have a comment back to them by. I always tell my students I am available 24/7 via email for their programming needs, but sometimes they just want a quick check on their work. It is that constructive feedback that I feel needs to be precise and to the point, so they understand what you are asking of them and what they need to do to get the grade they are searching for.
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Providing feedback is so important for the student. It is even more important that the feedback is given in a timely manner. This is one way to build a rapport with the student, and make sure they are understanding the content being taught.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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This is very important and could be very difficult when learning is strictly online. I know filters can be put on devices but am not sure how that works.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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This is something that assessments, quick checks and tickets out the door will allow us to check what the students know and what I need to do to make sure they will understand later.
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This is an effective strategy for any teaching style. Sometimes when students are not understanding the content, the teacher needs to look back at how the content was taught and make a change. Also, if an instructional strategy is not effective there should be reteaching as well.
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This is essential to online and classroom instruction. It is always important to use data to drive instruction. By looking at data one can see if the students are understanding what is being taught.
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Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction
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Engages in professional growth
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This is what I've been saying all along. Teachers need to continue to learn in order to continue to provide the best practices for students
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
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This is important because without the alignment we will end up with arrows pointing in random directions instead of one common goal.
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It will be even more important this year to consider the district's standards. Our time will be very valuable since we have gaps to fill in from last year.
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This is very true. We will probably need to look at previous grade's standards as well as our own since our students missed a third of the academic school year.
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This is especially relevant due to the online learning that needed to be done this past spring. The teachers at our school will need to meet and discuss what standards were not met for each of our classes and make adjustments.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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Learning is social. Collaboration and interaction help examine own understanding including misconceptions and deepen the knowledge and skill.
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Has knowledge of learning theory
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Theory is the basis of all the practical decisions that we make. Without a thorough understanding of the theory behind online learning, it would be easy to go astray. (True for everything else!)
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safe environment
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Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
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As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
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As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
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Has experienced online learning from the perspective of a student
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I feel that all four of these sub-standards are critical to the professional growth of any teacher who is teaching an online course. Teachers need to stay current with technology, network with peers, and apply learned knowledge and skills to improve best practices.
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I agree, one the best learning experiences for me was taking these classes and being a student again and seeing instructional strategies for a student's perspective. Going into next year, I have already implemented changes to my classes because of my experience as a learner and a student.
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This is what we are doing on this course. I also get this experience somewhat when I am in an online Professional development meeting at my school.
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It is very important the a teacher has went through an online class (or 4) so they have a good idea of how it works, what a student goes through, where hang-ups occur, and just to know, it is easy to get stuck.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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moodle_iowa This is definitely an area that we use in face-to-face teaching, so I would expect that it would be included and important to online teaching. It is good for students, and teachers, to know the expectations that are needed for an assignment, assessment or project. It is a guideline to follow until you reach the desired product or learning objective.
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Communication within online courses is more difficult. It can be difficult to share in detail the expectations and answer many questions as you can in a face-to-face classroom. Clearly stating assessment criteria and providing some kind of framework. like a rubric, is important to a successful learning experience.
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Applies research, knowledge, and skills from professional growth to improve practice
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It is equally important whether we are teaching F2F or online. A teacher is a lead learner. We set the example, we learn, we reflect, we improve our practice. The key here is to incorporate the new learning. We simply cannot afford to attend PD sessions and never put new learning into practice. That would be malpractice!
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Demonstrates competence in planning, designing, and incorporating instructional strategies
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I believe teachers are lifelong learners. This standard is something that teachers will continue to do when their online/blended courses develop.
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Understands and uses data from assessments to guide instruction
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I stated this above that data from formative assessments need to drive instruction. Then you adjust to enhance student learning.
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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This should be a given with online teaching and is exactly why I am taking this class, to grow my tech skills and knowledge. This field changes so quickly , one must always be growing and adding skills to stay effective.
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Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students
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This is interesting because in our brick and mortar classrooms we can often have other teachers that work with some of our students due to special education needs, physical needs, or language needs, but in an online classroom you are the only teacher. Makes me wonder if online teachers ever have these types of people as resources.
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Networks with others involved in online education for the purpose of professional growth
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I know that networking with others involved in online education is vital for me because I am so new to online learning.
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
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This is important because some students perform better through different ways. For example, I would have some assignments that required oral or typed answers, some required drawings, and some required the students to take a picture of an item that represented the lesson we were learning. Depending on the assignment, the students could pick the way they wanted to use for their answers.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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It is important for a teacher to use data to drive their instruction. This way the teacher can pin point where the student needs help.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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This hits me where I live. It is so important to not just "talk the talk" about photocopying music but to actually share with the students my understanding of copyright laws concerning music photocopying. Thankfully I have purchased a program that I can use in the classroom and can copy as needed.
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Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
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It is important for educators to meet the standards set forth by the state to protect the students, ensure their education and prepare the students for their future. As education and society evolve, educators will be required to demonstrate their mastery of technology as well as their specific field of study.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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I'm a data girl. Love seeing the data on new instructional practices and love using data to inform future instruction.
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• Knows the content of the subject to be taught and understands how to teach the content to students
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The state has adopted requirements for teachers to protect our students, to provide the best trained professionals for our schools and to insure appropriately licensed teachers are leading classrooms. When I was first in Iowa, it was quite a battle to obtain my endorsements. Reciprocity between Illinois, Iowa and Nebraska didn't exist and my administrator went to the wall for my licensure.
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Selects and uses technologies appropriate to the content that enhance learning
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This has been a challenge for me. I feel like I'm always looking for the best technologies to enhance my content but they change so fast that it is difficult to be committed to one. I continue to read blogs and other math posts to learn more about math technologies.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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We have had to address students that have been using technology inappropriately and each case is dealt with on an individual basis. It is very important to have policies and procedures in place to ensure students learn from their misuse and don't do it again.
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Demonstrates ethical conduct as defined by state law and local policies or procedures
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When I read this one it make me think of the online learning this spring and the video conferencing that was taking place. We were reminded to dress appropriately, not to conduct conference in private rooms in our house, and not to have a one on one video conferences with a student. It was important to demonstrate ethical conduct.
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, managing conflict (Varvel VII.D, ITS 6.e)
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Throughout the courses I thought this was something that only face to face courses need to provide, but that is not true. It's crazy how much being personable and providing that safe environment on and offline.
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Selects and uses technologies appropriate to the content that enhance learning
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This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies? -
This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies?
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Networks with others involved in online education for the purpose of professional growth (
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Creates or selects multiple assessment instruments that are appropriate for online learning
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Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
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Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (
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The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
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The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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Standards set up ahead of time are very important. This gives students upfront knowledge of what is expected.
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knowledgeable and has the ability to use computer programs
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to use computer programs required in online education